INDIANA  UNIVERSITY 
BULLETIN' 


I 


History  Teaching  in  the  High  School 

A Report  on  a Questionnaire  sent  out 
by  the  Department  of  History  and  the 
School  of  Education  of  Indiana  University 


Entered  as  second-class  matter  May  16,  1908,  at  the  postoffice  at  Bloomington,  Indiana, 
under  act  of  Congress  of  July  16,  1894 


i 


Contents 


ft 

I.  Introduction „ 3 

Origin  and  Scope  of  the  Inquiry 3 

List  of  the  Questions 4 

II.  Analysis  and  Summary  of  Replies 6 

1.  Course  of  Study 6 

2.  Collateral  Reading 8 

3.  The  Note  Book 12 

4.  Written  Reports 17 

5.  Use  of  Sources 20 

6.  Correlation  with  Other  Subjects 22 

7.  Chronological  Outlines  and  Charts 26 

8.  Preparation  of  Maps 29 

9.  Use  of  Historical  Fiction 33 

10.  Teaching  Ethics  in  History  Work 34 

11.  Special  Devices  in  Civics  Teaching 36 

12.  Helpful  Suggestions  Added 37 

III.  Conclusions  and  Suggestions 40 

IV.  Appendix — Tabulation  of  Courses  in  History  and  Civics  46 

A.  Indiana  High  Schools 46 

B.  Wisconsin  High  Schools 49 

C.  High  Schools  Outside  Indiana  and  Wisconsin 50 


INDIANA  UNIVERSITY  BULLETIN 


VOL.  VII  BLOOMINGTON,  lND.,  SEPTEMBER,  19C9  NO.  8 


Entered  as  second-class  matter  May  16,  1908,  at  the  postoffice  at  Bloomington, 
Indiana,  under  the  Act  of  July  16,  1894.  Published  from  the  University  office, 
Bloomington,  Indiana,  semi-monthly  April,  May,  and  June,  and  monthly  January, 
February,  March,  July,  September,  and  November. 


History  Teaching  in  the  High  School* 


I.  INTRODUCTION 

Origin  and  Scope  of  the  Inquiry.  This  bulletin  is  the 
outgrowth  of  a questionnaire  on  the  methods  of  teaching 
History  and  Civics  in  the  High  Schools,  which  was  sent 
out  by  the  Department  of  History,  and  the  School  of  Edu- 
cation, of  Indiana  University,  in  the  Spring  of  1909. 
About  300  copies  of  the  questionnaire  were  sent  out, 
mainly  to  teachers  in  the  high  schools  of  the  Middle  West, 
though  Eastern  schools  and  those  of  the  Far  West  were 
not  entirely  overlooked.  The  endeavor  was  to  draw  upon 
the  practice  and  experience  of  teachers  in  every  type  of 
high  school,  and  under  all  sorts  of  conditions — in  town- 
ship high  schools,  in  town  and  city  high  schools,  in  cen- 
tral and  suburban  high  schools  of  the  larger  cities,  in 
commercial  high  schools,  in  manual  training  high  schools, 
in  classical  high  schools,  and  in  the  separate  high  schools 


* Prepared  by  Oscar  H.  Williams,  Critic  Teacher  in  History  in  the 
School  of  Education,  in  collaboration  with  Samuel  B.  Harding,  Pro- 
fessor of  European  History,  in  Indiana  University.  Either  of  the  au- 
thors will  be  very  glad  to  receive  additional  suggestions,  or  criticisms, 
along  the  lines  of  the  report. 

[•2] 


\l  v 
if  ^ 


4 


INDIANA  UNIVERSITY 


for  boys  and  girls.  In  the  main,  the  inquiries  were  sent 
to  teachers  and  schools  which  were  understood  to  be 
doing  good  work  in  history,  though  no  attempt  was  made 
to  include  in  the  list  all  good  schools  and  teachers.  The 
inquiry  was  conducted  on  qualitative  rather  than  quanti- 
tative lines,  and  no  claim  for  statistical  completeness  is 
made  for  this  report. 

Of  the  questionnaires  sent  out,  143  were  returned,  in 
most  cases  filled  out  with  a care  and  thoroughness  which 
indicated  a gratifying  interest  in  the  inquiry,  and  for 
which  the  authors  of  this  report  wish  to  express  their 
hearty  thanks.  Eighty-three  replies  were  received  from 
77  Indiana  high  schools,  the  remaining  60  coming  from 
teachers  principally  in  the  states  of  Ohio,  Illinois,  Iowa, 
Michigan,  Wisconsin,  Minnesota,  South  Dakota,  and 
Nebraska.  Two  or  three  replies  each  were  received  from 
large  high  schools  in  New  England,  New  York,  and  Penn- 
sylvania; and  from  California  and  Colorado  came  one 
each.  In  the  tabulation  of  history  courses,  contained  in 
the  appendix  to  this  report,  is  given  a full  list  of  the 
schools  replying  to  this  inquiry. 

List  of  the  Questions.  The  endeavor  was  made  to  se- 
cure information  as  to  the  best  methods  in  actual  use, 
with  statements  as  to  results  obtained.  The  list  of  ques- 
tions was  as  follows : 

1.  Please  state  your  course  of  study  in  History  and  Civics, 
specifying  required  and  elective  work.  If  your  course  is  printed, 
a copy  of  this  will  serve. 

2.  Do  you  require  collateral  reading?  What  amounts?  Of 
what  character?  By  what  methods  do  you  test  it? 

3.  Do  you  require  the  use  of  a permanent  note-book?  What 
do  you  require  to  be  entered  in  it?  Please  give  any  suggestions 
you  have  found  helpful. 

4.  Do  you  require  written  reports?  How  often,  and  of  what 
character? 


HIGH  SCHOOL  HISTORY  TEACHING 


O 


5.  Do  you  use  source  material?  To  what  extent,  and  in 
what  manner? 

G.  Do  you  attempt  to  correlate  the  history  teaching  with  the 
work  in  literature  and  language  (classical  and  modern)?  By 
what  methods? 

7.  What  special  devices  (if  any)  do  you  use  to  aid  in  locat- 
ing and  correlating  events  in  time?  Do  you  require  the  prepara- 
tion of  chronological  outlines  or  charts?  If  so,  of  what  character? 

8.  How  do  you  manage  the  preparation  of  maps?  Do  you 
use  prepared  outlines,  or  do  the  pupils  draw  (or  trace)  the  out- 
lines? What  kind  of  data  is  entered  (other  than  that  furnished 
by  the  printed  maps ) ? 

9.  What  use,  if  any,  do  you  make  of  historical  fiction? 

10.  Do  you  make  conscious  effort  to  teach  ethics  in  history 
work  ? 

11.  What  special  devices  do  you  use  to  secure  concreteness 
in  the  teaching  of  civics? 

12.  Please  append  any  suggestions  you  have  found  helpful. 

In  the  analysis  and  summary  of  the  replies  which  fol- 
low, the  order  of  the  above  list  is  adhered  to. 


II.  ANALYSIS  AND  SUMMARY  OF  REPLIES 


1.  Course  of  Study.  Question:  “ Please  state  your 
course  of  study,  specifying  required  and  elective  work.” 

A striking  uniformity  in  history  courses  is  observable, 
the  prevailing  type  being  that  of  the  four  blocks  or 
periods  recommended  by  the  Committee  of  Seven, # or  a 
three-block  (three  years’)  modification  of  that  course. 
Of  the  137  high  schools  reporting,  32  offer  four  years,  15 
offer  three  and  a half  years,  83  offer  three  years,  4 offer 
two  and  a half  years,  1 offers  two  years,  and  2 fail  to  state 
their  courses. 

A greater  diversity  appears  in  the  amount  of  work  re- 
quired for  graduation.  Of  the  32  schools  offering  four 
years’  work,  2 require  no  history,  9 require  one  year,  2 
one  and  a half  years,  5 two  years,  2 two  and  a half  years, 
6 three  years,  and  6 require  all  four  years.  Of  the  83 
schools  offering  three  years,  1 school  requires  no  history, 
5 require  one  year,  18  require  two  years,  3 require  two 
and  a half  years,  and  56  require  all  three  years. 

An  examination  of  the  content  of  the  courses  reveals 
a corresponding  uniformity,  the  influence  of  the  report  of 
the  Committee  of  Seven  again  being  evident.  In  nearly 
all  courses  reported,  the  work  begins  with  a year  of 
Ancient  history,  with  or  without  Oriental  connections,  fol- 
lowed by  a year  of  Mediaeval  and  Modern  (sometimes 
termed  Modern)  history,  a year  of  English  history,  and 
culminating  in  a year  of  American  history  and  Civics,  if 
four  years  are  offered.  If  the  course  consists  of  only 
three  years,  English  history  is  usually  omitted,  or  taught 

* ‘The  Study  of  History  in  Schools.  Report  to  the  American  His- 
torical Association  by  the  Committee  of  Seven.’  New  York.  The  Mac- 
millan Company,  1899. 


-6- 


HIGH  SCHOOL  HISTORY  TEACHING 


7 


in  connection  with  Mediaeval  and  Modern  history.  A 
few  schools  offering  three  years  prefer  to  give  English 
history  in  place  of  Modern  history,  in  the  last  half  of  the 
second  year  of  the  course*  ; that  is,  general  European  his- 
tory from  the  standpoint  of  the  Continent  is  followed  to 
the  beginning  of  the  Sixteenth  century,  after  which  Eng- 
lish history,  with  Continental  history  merely  incidental, 
is  given.  Three  high  schools  offer  the  one  year  of  gen- 
eral history  so  strongly  condemned  by  the  Committee  of 
Ten  and  the  Committee  of  Seven.  In  two  of  these,  the 
subject  is  offered  as  an  elective  study  in  the  Sophomore, 
Junior  or  Senior  year,  to  accommodate  students  who  have 
had  no  history  work  thus  far,  thus  serving  to  supplement 
liberal  elective  courses  in  history.  In  the  third  school,  it 
is  required  in  the  scientific  and  commercial  courses,  where 
no  European  or  Ancient  history  is  offered. 

A tendency  toward  extension  and  enrichment  of  his- 
tory courses,  by  adding  other  branches  of  the  social 
sciences,  is  noted  in  a few  cases.  The  Joliet  (111.)  Town- 
ship High  School  offers  Economics,  Industrial  History, 
and  Business  Law  in  one  or  another  of  its  several  courses, 
in  addition  to  its  standard  history  work.  Another  school 
in  the  same  State  offers  Economics  and  Commercial  Geog- 
raphy, and  still  another  offers  a half  year  of  Illinois  his- 
tory. Three  of  2’4  Wisconsin  high  schools  among  those 
reporting  offer  Political  Economy,  generally  as  an  elective 
study.  Additional  subjects  are  usually  given  as  advanced 
elective  studies  in  the  Senior  year. 

Civics  is  almost  universally  offered.  Only  15  schools 
out  of  the  137  report  no  Civics  in  the  course.  It  is  usually 

* See  Appendix  B,  Tabulation  of  Courses  in  Wisconsin  High  Schools. 
Another  combination  finds  some  favor,  viz..,  to  offer  a half  year  elective 
in  English  history  in  addition  to  the  standard  course  of  three  years’ 
required  work. 


8 


INDIANA  UNIVERSITY 


taught  in  the  year’s  work  which  includes  American  his- 
tory. The  favored  plan  among  the  schools  reporting  is  to 
teach  Civics  and  American  history  as  one  course ; but 
sometimes  Civics  is  given  separate  treatment  in  the  last 
half  of  the  Senior  year  (after  American  history).  The 
method  in  common  use  is  to  treat  the  federal  government 
as  a part  of  the  history  of  the  national  period  (e.g.  the 
general  plan  of  the  Federal  system  is  studied  in  connec- 
tion with  the  Constitutional  Convention,  and  its  evolution 
followed  through  later  political  history),  leaving  local 
government  and  special  problems  for  separate  treatment 
at  the  end  of  the  course. 

Owing  to  the  fact  that  many  students  leave  school  be- 
fore beginning  the  Senior  year,  a few  schools  offer  Civics 
in  the  Freshman  year,  with  the  aim  of  reaching  more  stu- 
dents in  this  valuable  work. 

2.  Collateral  Reading.  Question:  “Do  you  require 
collateral  reading?  What  amounts?  Of  what  charac- 
ter ? By  what  methods  do  you  test  it  ? ’ ’ 

Upon  this  and  the  remaining  questions  the  practice  of 
individual  teachers  was  sought,  rather  than  the  custom  or 
policy  of  schools.  In  some  cases,  two  or  three  teachers  in 
the  same  school  were  requested  to  give  the  results  of  their 
experience.  In  all,  as  has  before  been  stated,  143  replies 
were  received.  Of  these,  only  3 teachers  “do  not  re- 
quire” collateral  reading  in  any  history  work.  Practi- 
cally every  teacher  reporting,  therefore,  requires  some 
reading  outside  the  text-book.  The  requirements  differ 
widely  among  teachers,  both  in  amount  and  in  character, 
depending  somewhat  upon  the  reading  material  at  hand. 
The  more  usual  practice  is  to  require  of  beginning  pupils 
a few  pages  each  day  in  some  simple  account,  the  amount 
increasing  and  the  quality  including  more  abstract  and 


HIGH  SCHOOL  HISTORY  TEACHING 


9 


difficult  selections  with  advanced  classes.  “Five  pages 
a day  for  the  first  year,  and  ten  pages  for  other  years ;” 
“amount  varies  with  maturity  of  class, — with  advanced 
classes  it  would  perhaps  equal  50  per  cent,  of  the  amount 
covered  in  the  text;”  “the  first  year  reading  is  brief,  con- 
crete, and  definite  in  character;  this  is  gradually  in- 
creased in  intensity;”  “very  little  is  required  in  Greek 
history;  we  aim  to  have  the  Roman  history  students  do 
from  4 to  8 pages  a day,  depending  on  the  length  of  as- 
signment; in  modern,  the  minimum  is  10  pages  a day.” 
These  are  replies  showing  the  manner  of  varying  the  re- 
quirements. The  standard  of  10  pages  a day,  or  900  pages 
a term,  reported  by  the  last  teacher  above,  seems  rather 
high  for  all  except  perhaps  Senior  classes.  The  reading 
habit  is  just  being  formed  and,  in  the  words  of  a teacher, 
“reading  should  be  intensive  rather  than  extensive.” 

Many  teachers  have  no  set  amount  of  reading,  prefer- 
ring to  allow  the  requirements  of  the  subject  and  the 
tastes  of  individual  pupils  to  determine  this,  in  all  cases. 
One  teacher  uses  the  following  plan  in  American  history : 
“Exact  references  are  placed  on  the  blackboard,  and  a 
lesson  outline  by  topics  is  also  placed  upon  the  board. 
No  definite  requirement  is  made  as  to  the  amount  of  read- 
ing to  be  done  by  any  pupil.  He  must  be  fully  prepared 
to  recite  at  any  time  upon  any  topic  of  the  lesson.  He  is 
required,  however,  to  keep  a record,  by  author  and  chap- 
ter (or  by  pages  or  topics)  ; and  this  record  is  filed  at  the 
end  of  each  week  in  a card  index.  A small  amount  of 
credit  may  or  may  not  be  given  for  an  extra  amount  of  re- 
search.” 

Some  teachers  report  in  favor  of  having  definite  and 
regular  hours  set  apart  for  reading.  One  teacher  re- 
quires, in  the  Ancient  and  the  Mediaeval  and  Modern 


10 


INDIANA  UNIVERSITY 


classes,  one  period  of  forty  minutes  each  day,  and  in 
American  history  two  periods  a day,  for  outside  reading. 
This  almost  necessarily  involves  the  use  of  a reading  room 
where  all  collateral  material  is  gathered,  and  a definite 
program  for  study.  Shortridge  High  School,  Indianap- 
olis, has  such  a “reference  reading  room.7’  It  is  fitted 
with  tables,  lockers,  and  cases  for  books,  devoted  exclu- 
sively to  history  work;  and  is  in  constant  charge  of  an 
assistant  who  gives  all  her  time  to  aiding  and  directing 
pupils  in  their  reading.  History  pupils  in  all  courses  are 
required  to  spend  a definite  number  of  periods  a week  in 
this  “reference  room,77  looking  up  assigned  topics,  con- 
structing maps,  or  doing  general  collateral  reading. 

Teachers  appreciate  the  importance  of  giving  definite 
reading  assignments,  especially  to  beginning  classes. 
“Reading  is  assigned  on  one  or  more  special  topics,  and 
the  assignment  is  definite  as  to  volume  and  page.77  “Im- 
portant topics  in  each  assignment  are  made  the  subjects 
for  collateral  reading.  The  topics,  with  reference  to  the 
same,  are  assigned  by  the  teacher. 77  One  teacher  secures 
good  results  by  giving  her  pupils  a syllabus  of  the  work, 
based  upon  collateral  references  as  much  as  upon  the  text. 
Pupils  are  held  responsible  for  everything  in  the  syllabus 
in  daily  recitation.  Another  teacher  has  adapted  to  her 
classes  the  New  England  History  Teacher’s  Syllabus,* 
using  the  topics  and  references  therein  for  individual 
guidance  in  collateral  reading. 

The  character  of  the  collateral  reading  required  by 
teachers  was  set  forth  in  the  replies  with  some  degree  of 

* kA  History  Syllabus  for  Secondary  Schools By  a Special  Com- 

mittee of  the  New  England  History  Teachers’  Association.’  L).  C.  Heath 
& Co.,  Boston,  1907.  This  outlines  the  four  years’  course  in  history 
according  to  the  blocks  or  periods  recommended  by  the  Committee  of 
Seven,  and  gives  collateral  references. 


HIGH  SCHOOL  HISTORY  TEACHING 


11 


fulness.  Most  require,  in  general,  reading  of  “standard 
secondary  authorities”;  and  many  require,  in  addition, 
reading  from  the  sources.  Some  favor  having  pupils  read 
in  other  texts  on  a par  with  the  pupils’  own;  others  do 
not  accept  such  as  legitimate  reference  material.  One 
teacher  classifies  his  collateral  materials  as  follows : “ (a) 
Texts  for  comparative  statements,  (&)  more  extensive 
works  for  broader  knowledge,  ( c ) occasional  source  read- 
ings.” Another  reports  best  results  when  reading  of 
four  kinds  was  indicated : “ (a)  The  best  account  of  the 

topic  under  consideration  to  be  found  in  some  text  besides 
the  one  in  use  ; (&)  selected  passages  from  larger  histories 
on  special  topics  assigned  by  very  definite  references ; 

( c ) selections  from  the  sources ; ( d ) occasional  bits  of 

fiction  or  poetry  illustrating  our  work.”  The  same 
teacher  recommends  'Ancient  Classics  for  English  Read- 
ers ’ * as  convenient  source  manuals  in  Greek  and  Ro- 
man history.  Extended  reading  of  biography  is  re- 
quired in  Mediaeval  and  Modern  and  in  American  his- 
tory, and  fuller  use  of  source  material  is  reported  in  these 
fields  than  in  others.  Magazine  articles  and  daily  papers 
are  used  extensively  in  Civics  classes. 

Nearly  every  teacher  replying  uses  some  means  of 
testing  the  reading  done  by  the  pupil.  Oral  and  written 
reports  based  upon  the  reading;  quizzing  or  questioning 
in  class ; written  tests  at  unappointed  times ; reading- 
notes  and  digests ; and  formal  report  by  slips,  are 
the  methods  most  favored,  in  the  order  named.  Where 
library  facilities  are  limited,  it  may  be  suggested,  in  pass- 
ing, that  the  plan  of  assigning  topics  to  individual  pupils 
for  reading  and  report  in  class,  seems  most  satisfactory. 

* Selections  from  the  Iliad,  Herodotus,  Thucydides,  Livy,  etc.,  in  trans- 
lation, 28  numbers  in  the  series.  Edited  by  W.  Lucas  Collins. 

[3] 


12 


INDIANA  UNIVERSITY 


Indeed,  the  oral  report  is  a favored  means  of  elaborating 
history  topics,  and  has  the  double  advantage  of  securing 
both  individual  effort  and  class  illumination.  Material 
not  accessible  to  the  class  as  a whole  may  thus  be  brought 
in  by  individual  pupils  and  placed  at  the  command  of  the 
class.  Care  ought  to  be  taken  not  to  place  the  burden  of 
this  work  upon  the  bright  or  the  willing  pupil  only,  or  the 
pupil  of  ready  speech.  The  slow  and  the  timid  pupil, 
even  the  pupil  who  “ doesn’t  like  history/’  may  be  won  to 
an  appreciation  of  the  value  of  individual  work,  and  even 
a taste  for  history,  by  having  opportunity  given  him  to 
contribute  his  share  to  the  results  of  the  class. 

A most  satisfactory  method  of  reporting  and  testing 
the  collateral  reading  (though  not  the  one  in  most  com- 
mon use)  was  the  requiring  of  careful  notes  and  digests,* 
— sometimes  quoted  extracts,  again  a synopsis,  an  outline, 
a paraphrase,  a summary  of  the  gist  of  the  selection  in  a 
sentence  or  two.  These  reading  notes  were  reported  as 
of  greatest  value  when  entered  in  the  permanent  note- 
book under  the  title,  author,  and  page  of  book,  with  ap- 
propriate headings,  and  carefully  edited  and  indexed  for 
future  reference. 

The  plan  of  reporting  by  slips  is  a convenient  device 
for  showing  at  a glance  the  scope  and  trend  of  the  pupil’s 
reading ; but  it  is  thought  not  so  valuable  as  other  means, 
for  it  does  not  test  the  pupil’s  comprehension  of  what  he 
reads.  Some  forms  of  slips,  however,  seek  to  avoid  this 
difficulty  by  requiring  an  expression  from  the  pupil  as  to 
the  essence  of  his  reading. 

3.  The  Note-Book.  Question:  “Do  you  require  the 
use  of  a permanent  note-book?  What  do  you  require  to 
be  entered  in  it?  Please  give  any  suggestions  you  have 
found  helpful.” 


HIGH  SCHOOL  HISTORY  TEACHING 


13 


Of  the  143  teachers  reporting,  118  say  they  require 
pupils  to  keep  a permanent  note-book  in  some  or  all  of  the 
history  courses  ; 15  do  not  require  it,  or  leave  it  to  the 
choice  of  the  pupil ; 4 have  abandoned  its  use  after  hav- 
ing required  it ; 2 make  very  little  if  any  use  of  it ; and 
the  remaining  4 fail  to  reply  to  this  question. 

Reasons  for  not  requiring  the  note-book  are  usually 
unstated.  One  teacher  suggests  that  4 ‘note-books  form 
careless  habits  in  students,  unless  vigilantly  watched  by 
the  teacher. ” A Nebraska  teacher  puts  it  thus : “We  do 
not  require  them,  simply  because  the  great  majority  of 
university  graduates  with  whom  I have  talked  admit  that 
the  facts  in  the  note-books  are  accepted  by  student  and 
professor  as  a substitute  for  a knowledge  of  history.  ” 
Another  teacher  finds  note-book  work  is  overdone  in  the 
high  school:  “Pupils  in  the  second  and  third  year  have 
all  the  note-book  work  they  can  do.  Here,  note-books  are 
required  in  Physics,  Botany  and  Chemistry;  and  that  is 
burden  enough.  I don’t  see  any  good  in  keeping  a note- 
book in  History.”  Reasons  for  having  abandoned  their 
use  after  trial  are  interesting.  A high  school  principal 
and  teacher  of  history,  in  South  Dakota,  writes  that  re- 
sults of  such  work  have  always  proved  unsatisfactory.  A 
Chicago  teacher  of  wide  experience  writes  in  this  connec- 
tion : “We  have  done  this,  but  with  our  limited  time  and 
unlimited  numbers,  we  now  find  it  impractical.  Pupils 
hate  it,  and  it  becomes  a great  load  both  to  them  and  to 
the  teacher.  The  same  result  can  be  obtained  by  requir- 
ing from  time  to  time  a single  sheet  of  note-book  work. 
The  sheets  can  be  put  together  afterwards.  . . . The 

trouble  is,  this  work  requires  constant  following  up.  Pu- 
pils lag  because  they  are  overworked,  and  the  result  is 
that  the  work  drops  of  its  own  weight.  For  the  ambi- 


14 


INDIANA  UNIVERSITY 


tious  individual  pupil  who  wants  to  learn  history,  we 
would  recommend  the  note-book;  but  never  for  the  high 
school  teacher  who  has  200  or  250  pupils  in  history.  It 
would  then  be  killing  work,  in  any  valuable  form.”  In  a 
word,  say  the  objectors,  the  results  obtained  are  not  com- 
mensurate with  the  effort  expended. 

The  preponderance  of  practice,  however,  is  decidedly 
in  favor  of  some  sort  of  permanent  note-keeping  in  his- 
tory. Two  teachers  reporting  recommend  two  separate 
note-books — the  one,  a daily  class  note-book  for  lesson 
assignments  and  points  developed  in  recitation;  the 
other,  a permanent  exercise  book  for  all  written  work 
done  outside  the  recitation.  The  daily  class  note-book,  at 
the  end  of  the  term,  contains  a continuous  and  logical  out- 
line or  syllabus  of  the  course.  This  may  be  used  at  any 
time  as  a basis  for  review  or  subsequent  reference.  It 
contains,  moreover,  the  valuable  data  presented  by 
teacher  or  pupils,  or  developed  together  from  day  to  day. 

As  to  exercises  entered  in  permanent  notes,  teachers 
report  the  following:  digests  or  abstracts  of  reading; 
outlines  of  period  or  topic ; maps  and  chronological  out- 
lines or  charts;  notes  on  other  pupils’  reports  in  class; 
text  analyses;  special  dictations  by  teacher;  summaries 
of  periods;  classified  historical  data ; pictures  and  edited 
clippings  ; biographical  sketches  ; special  tabulations ; 
source  extracts ; themes  on  historic  movements  or  institu- 
tions ; reference  lists;  comparative  statements;  and  im- 
portant deductions.  One  teacher  classifies  note-book  en- 
tries as  follows:  4 ‘Records  of  all  assigned  references; 
daily  record  of  references  read,  i.e.,  author,  title,  pages, 
concise  statement  of  subject  of  pages  read;  individual  re- 
ports ; special  tabulations,  outlines,  etc.,  that  may  be  re- 
quired or  suggested ; quotations  and  synopses  of  readings 


HIGH  SCHOOL  HISTOKY  TEACHING 


15 


that  appeal  especially  to  the  pupil;  maps,  illustrations.” 
A teacher  in  the  Charlestown,  Mass.,  high  school,  writes : 
“We  follow  the  text-book  work  by  topical  outlines  in  the 
note-books,  made  by  the  pupils.  Occasionally,  the  teacher 
gives  one  of  her  own,  for  variety  and  instruction  in  mak- 
ing them.  We  also  make  block  outlines,  graphs,  dia- 
grams, outlines,  and  maps ; collect  clippings,  pictures, 
and  diagrams  from  papers  and  magazines.”  Another, 
who  teaches  three  classes  in  history  and  three  in  English 
in  a township  high  school,  finds  time  to  “require  a note- 
book of  all  pupils.  In  it  are  placed  maps,  outlines  of 
movements  (e.g.  Peloponnesian  war,  Crusades,  Reforma- 
tion, etc.),  tables  of  important  dates,  dynastic  chronol- 
ogies, tabulations  of  data  (in  Civics),  notes  on  readings 
(with  index),  and  a list  of  all  reference  books  accessible.” 
Of  the  class  in  Civics  she  requires  also  “a  scrap-book  of 
newspaper  clippings  illustrating  clauses  of  the  Constitu- 
tion, or  the  working  of  the  various  branches  of  local  or 
national  government.” 

“Outlines”  stand  second  in  preference  for  note-book 
exercise.  These,  whether  outlines  of  text-book,  of  a his- 
torical period  or  movement,  or  of  collateral  reading,  serve 
a useful  purpose  both  in  analysis  and  synthesis  of  a sub- 
ject, or  in  “clinching”  a set  of  relationships;  but  it  is 
pointed  out  that  they  tend  to  degenerate  into  mere  for- 
malism. In  the  words  of  one  teacher,  “Too  much  me- 
chanical outlining  is  bad.”  Another  says:  “We  do  not 
tolerate  the  superficial  outlines  of  the  text-book,  etc.,  that 
pupils  make  as  they  read.  Such  outlines  as  appear  in  the 
permanent  note-books  are  to  show  results  of  study”  Still 
another  suggests,  “Outlines  should  not  be  simply  topical 
or  skeleton,  but  should  also  include  definitions,  and  state- 
ments of  facts,  with  summaries.  ’ ’ Another  has  the  pupils 


16 


INDIANA  UNIVERSITY 


work  out  their  outlines  (using  class  work  and  text  as  a 
basis)  on  certain  topics,  such  as,  Papacy,  Crusades,  Feu- 
dalism. A class  period  is  frequently  used  for  this  work, 
the  teacher  giving  individual  supervision  and  suggestion. 
“It  is  of  little  value,’ ’ says  this  teacher,  “to  place  before 
the  pupils  outlines  ready-made,  or  copied  from  syllabi.” 

A valuable  note-book  exercise,  it  may  be  suggested, 
is  the  “summary”  of  a period.  This  is  synthetic  in  na- 
ture, and  should  follow  the  analytic  process  of  class  in- 
struction. An  Eastern  teacher  requires  “summaries  of 
chapters,  made  sometimes  by  the  teacher,  sometimes  by 
the  pupil  and  examined  by  the  teacher.  These  summaries 
serve  as  review  topics ; and  each  term  a term-summary  is 
required.  Some  of  these  summaries  are  used  as  tests  of 
the  pupil’s  ability  to  get  at  the  heart  of  the  business,  with 
the  book  before  him.” 

Still  another  helpful  exercise  is  the  systematic  classifi- 
cation of  historical  data  under  appropriate  headings, 
chronologically  arranged.  Thus,  one  teacher  has  pupils 
“set  apart  a place  in  the  note-book  for  the  important  tariff 
acts  in  their  chronological  order,  with  the  thought  that 
at  the  close  of  the  year  the  history  of  the  tariff  has  been 
investigated,”  to  some  extent.  This  plan  may  be  applied 
to  Slavery,  States-rights,  Territorial  Accessions,  etc. 
Copying  verbatim  source  extracts,  to  confirm  or  disprove 
the  text,  is  recommended  in  two  or  three  replies. 

Some  teachers  find  that  pupils  copy  notes  from  other 
note-books.  To  prevent  this,  and  to  secure  promptness  in 
writing  all  note-book  work,  one  teacher  requires  all  per- 
manent note-book  exercises  to  be  handed  in  on  loose 
leaves,  the  next  day.  These  are  checked  up  at  a glance, 
and  returned  to  the  pupils  for  filing  in  the  permanent 
note-books. 


HIGH  SCHOOL  HISTORY  TEACHING 


17 


A number  of  teachers  require  systematic  arrangement 
and  classification  of  notes,  and  the  use  of  accessory  helps, 
such  as  tables  of  contents,  indexes,  marginal  topics,  etc. 
For  example,  one  teacher  requires  “on  the  left-hand  side 
of  the  page,  a margin  of  two  inches  for  a topical  analysis 
of  notes,  done  in  red  ink.”  Numerous  advantages  are 
gained  by  the  use  of  these  devices.  “Having  pupils  keep 
a table  of  contents,  enables  the  teacher  to  see  at  a glance 
the  amount  of  work  done,”  says  one.  Says  another, 
It  has  seemed  to  me  that  pupils  learn  much  of  sys- 
tematic arrangement  under  our  direction  in  this  work, 
and  especially  of  the  power  of  discriminating  between  the 
important  and  the  unimportant,  between  general  state- 
ments and  concrete  illustrations  of  those  facts,  to  say 
nothing  of  drill  in  neatness.”  The  same  teacher  believes 
that  even  more  could  be  gained  if  time  were  allowed  the 
teachers  for  conference  with  individual  pupils  on  the 
subject. 

Many  teachers  seek  originality  and  spontaneity  in 
note-book  work,  beyond  requiring  that  the  note-book  be 
“a  coherent  whole”  and  contain  certain  things.  One 
teacher  has  her  higher  classes  “enter  reports  on  outside 
readings  in  various  forms , i.e v outlines,  synopses,  notes, 
criticisms,  written  topics,  notes  and  references  for  oral 
topics,  diagrams,  etc.”  “ We  aim, ” she  adds,  “to  give 
the  child  opportunity  for  independent  and  original  work, 
especially  in  the  last  two  years.”  Another  secures  indi- 
viduality of  effort  by  having  pupils  paste  in  clippings 
which  are  related  to  any  subject  discussed  in  class,  with 
comments  of  their  own  accompanying  each. 

4.  Written  Reports.  Question:  “Do  you  require 
written  reports  ? How  often  and  of  what  character  ? ’ ’ 

Of  the  143  teachers  reporting,  all  but  21  state  that  they 


18 


INDIANA  UNIVERSITY 


require  some  kind  of  written  reports.  Of  the  21  teachers 
not  requiring  such  work,  11  have  not  required  them  in  any 
form,  6 require  none  beyond  note-book  exercises,  2 have 
previously  required  but  have  discontinued  their  use,  and 
2 fail  to  state  their  method.  Distinction  is  not  always 
made  in  the  replies  between  the  written  reports  and  work 
written  up  in  note-books.  The  former  is  the  work  of  an 
individual,  upon  a subject  suited  to  his  interests  and  re- 
lated to  the  work  of  the  term,  and  represents  the  special 
contribution  of  that  pupil  to  the  work  of  the  class;  the 
latter  is  a class  exercise,  upon  a common  topic,  requiring 
less  extended  treatment.  The  special  report  may,  of 
course,  be  appended  to  the  permanent  note-book. 

Reasons  assigned  for  not  requiring,  or  for  discontinu- 
ing, written  reports  include  lack  of  time,  necessity  for 
meeting  college  entrance  requirements  in  other  subjects, 
substitution  of  written  examinations,  or  use  of  written 
class  exercises  in  their  place.  An  experienced  teacher  in 
Manual  Training  High  School,  Indianapolis,  “used  to  re- 
quire written  reports ; but  I have  not  recently,  as  I found 
that  good  reports  were  frequently  made  on  subjects  the 
‘ reporter  ’ knew  nothing  about.  He  had  simply  abridged 
what  he  had  read  without  making  the  matter  his  own.” 
A Wisconsin  teacher  meets  this  difficulty  by  the  following 
plan:  “The  pupils  select  their  subject  from  a list  (fur- 
nished by  the  teacher),  make  an  outline,  and  submit  it 
to  the  teacher  after  they  have  done  their  reading ; when 
the  report  is  written,  it  is  submitted  with  the  outline  for 
correction.  Then,  with  the  outline  on  the  board,  the 
pupil  stands  before  the  class,  without  notes,  and  talks  to 
the  class.  A list  of  authors  consulted  heads  the  report 
in  the  note-book,  and  marginal  references  to  authorities 
are  given  to  aid  the  teacher  in  checking  up  individual 
work.” 


HIGH  SCHOOL  HISTORY  TEACHING 


19 


The  common  practice  among-  teachers  replying  is  to  re- 
quire of  each  pupil  at  least  one  extended  report  a semes- 
ter, written  up  from  all  available  authorities,  with  foot- 
notes, marginal  references,  and  appended  bibliography. 
The  authorities  are  mainly  secondary,  though  some  use  is 
made  of  sources.  Many  require  of  each  pupil,  in  addition, 
two  or  three  less  extended  reports  during  a term.  The 
obvious  difficulty  consists  in  properly  directing  such 
work.  Pupils  find  it  easy  to  copy  whole  pages  from  en- 
cyclopedia articles  and  insert  them  bodily,  without  even 
the  courtesy  of  quotation  marks.  Specific  instructions 
as  to  gathering  data,  citing  authorities  in  margin  or  foot- 
note, giving  exact  quotations  in  certain  cases,  and  the 
substance  in  the  pupil’s  own  language  in  others,  go  a long 
way  toward  a solution  of  the  difficulty. 

The  selection  and  assignment  of  a subject  suited  to 
the  pupil’s  ability  and  interests  is  a vital  problem.  Simple 
concrete  subjects  (mostly  biographical,  with  emphasis 
upon  the  work  and  character  of  the  man)  for  beginning 
pupils;  more  comprehensive  themes  (institutions  and  his- 
torical movements,  with  a study  of  their  influence)  later. 
— usually,  but  not  always,  allowing  pupils  choice  of  a sub- 
ject from  a designated  list, — are  the  plans  generally  rec- 
ommended. Sometimes  the  subject  may  be  accompanied 
by  a question  or  stated  problem,  which  requires  a per- 
sonal estimate  or  expression  on  the  part  of  the  pupil. 
The  following  are  examples  submitted  by  one  teacher : 
“(a)  Comparison  of  the  Walker  tariff  with  the  present 
tariff,  with  data  on  as  many  different  articles  as  possible. 
(&)  What  was  meant  by  ‘Oregon’  in  1845,  1847,  I860? 
( c ) If  one  had  been  opposed  to  slavery  extension  in  1844, 
how  would  he  have  voted?”  It  is  sometimes  well  to  as- 
sign topics  which  may  be  illustrated  by  models,  drawings, 
[4] 


20 


INDIANA  UNIVEKSITY 


diagrams,  plans,  etc.  For  example,  in  the  Bloomington 
(Indiana)  high  school,  a pupil  prepared  a report  on  Ro- 
man siege  engines,  and  brought  into  class  on  report  day 
models  of  the  ballista,  catapult,  battering-ram,  and  siege- 
tower  used  by  the  Romans.  These  he  operated  in  the 
course  of  his  talk,  hurling  stones  and  arrows  the  full 
length  of  the  school-room,  and  showing  the  method  of 
making  a breach  in  a city  wall.  Most  of  his  data  was 
obtained  from  Caesar’s  ' Gallic  War,’  and  from  draw- 
ings in  Payne-Gallwey ’s  'Projectile-throwing  Engines  of 
the  Ancients.  ’ 

Just  how  to  make  the  reports  most  helpful  to  the  class, 
receives  some  attention.  Many  require  pupils  to  take 
notes  while  the  report  is  being  given  in  class,  these  to  be 
entered  in  the  "special  report”  section  of  the  permanent 
note-book.  In  one  instance,  some  pupil  is  called  upon  to 
give  an  abstract  of  the  report  on  the  following  day. 

Nearly  every  teacher  replying  favors  having  more  fre- 
quent, but  less  extended,  oral  reports,  given  by  individual 
pupils  before  the  class.  Topics  closely  related  to  the  les- 
son are  assigned  the  preceding  day ; these  are  worked  up 
from  accepted  authorities,  and  given  before  the  class, 
with  or  without  notes,  subject  always  to  questions  by 
teacher  and  pupils.  This  is  a valuable  exercise  in  oral  ex- 
pression, trains  in  research  and  organization  of  material, 
and  supplements  and  enriches  the  daily  class  work. 

5.  Use  of  Sources.  Question:  "Do  you  use  source 
material?  To  what  extent,  and  and  in  what  manner?” 

Only  13  out  of  the  143  teachers  reporting  make  any 
considerable  use  of  the  sources;  91  use  sources  "sparing- 
ly,” or  "to  a limited  extent,”  or  "occasionally;”  II  say 
they  use  them  as  much  as  time  and  available  material  per- 
mit ; 18  do  not  use  them  at  all ; and  the  remainder  fail  to 


HIGH  SCHOOL  HISTORY  TEACHING 


21 


make  reply.  Extended  use  is  mostly  in  the  field  of  Amer- 
ican history.  In  other  fields,  use  of  sources  is  confined  to 
collateral  reference  or  illustrative  work. 

The  replies  indicate  that  many  teachers  are  struggling 
with  the  problem  in  an  indefinite  sort  of  way.  They  have 
an  appreciation  of  the  importance  of  the  sources,  but  are 
entirely  at  sea  as  to  the  method  of  using  them  to  advant- 
age. Lack  of  material,  immaturity  of  high  school  pupils, 
want  of  time,  are  reasons  urged  for  not  employing  the 
sources.  Intensive  study  in  class  (dropping  the  text  for 
a time),  reading  sources  as  basis  for  written  reports,  an- 
alyses of  documents  in  notes,  are  usual  methods  in  the 
more  serious  use  of  this  material.  But  by  far  the  greater 
number  of  teachers  attempt  nothing  more  pretentious 
with  the  sources  than  an  occasional  reference,  a brief 
reading  in  class  by  the  teacher  for  illustrative  purposes, 
collateral  reading  by  pupils  (with  transcripts,  or  analyses 
or  “ briefs, ’ ’ in  the  notes),  or  a concise  oral  report  upon 
important  documents.  A systematic  and  intensive  study 
of  sources  is  rare.  A Wisconsin  teacher  replies : “In  the 
earlier  courses,  source  material  is  used  as  any  other  refer- 
ence work,  but  in  American  history  the  sources  are  com- 
pared and  criticised  and  frequently  used  for  checking  up 
secondary  material. ” One  teacher  says:  “I  read  a se- 
lection to  the  class,  ask  them  to  take  notes,  and  take  part 
of  the  next  day  to  re-read  the  source,  and  use  it  as  a basis 
for  recitation.  I have  tried  to  assign  several  sources  to 
classes  and  ask  them  to  compare  opinions  of  different 
sources,  or  to  1 write  a history’  with  the  sources  as  ma- 
terial.” Another  uses  them  “just  enough  to  have  pupils 
see  and  know  the  real  thing.”  Another  says  they  are 
“used  to  get  the  spirit  of  the  times,  and  enlarge  the  vision 
of  the  pupil.  ” 


22 


INDIANA  UNIVERSITY 


As  to  the  character  of  the  sources  used,  reference  is 
most  frequently  made  to  the  source-books,  of  the  type  of 
Ogg’s,  Fling ’s,  Robinson ’s,  and  Munro’s.  One  teacher 
who  does  serious  work  in  this  line  reports:  “In  Greek 
history,  we  use  some  source  extracts  from  Herodotus, 
Thucydides,  and  Xenophon.  Sometimes  we  read  parts 
of  the  Greek  plays,  and  extracts  from  Plato’s  account  of 
the  trial  and  death  -of  Socrates.  In  English  history, 
we  use  some  of  Caesar’s  writings,  as  these  students 
can  read  Latin.  AYe  study  Magna  Charta  and  the 
Bill  of  Rights.”  Another  writes:  “Considerable  source 
material  is  used  in  United  States  history.  ‘ American 
History  Leaflets,’  American  orations,  McDonald’s  4 Select 
Charters,’  ‘Messages  and  Papers  of  the  Presidents,’  and 
others  are  used  continually.  This  work  is  assigned  for 
special  report  and  note-book.  Students  like  this  sort  of 
work.  It  results  in  a better  appreciation  of  the  subject.” 
A fortunate  teacher  in  the  Charlestown  (Mass.)  high 
school  reports  that  her  “Ancient  history  pupils  have  a 
rare  opportunity  for  studying,  at  the  Boston  Art  Museum, 
from  the  original  relics  from  Egypt,  Greece,  and  Italy. 
The  Docent  of  the  Museum  has  been  most  successful  in 
interesting  them  in  the  mummies,  idols,  marbles,  coins, 
jewels,  etc.,  of  the  ancients.”  Still  another  does  a great 
deal  with  pictures,  especially  in  Greek  art  and  on  the 
Renaissance. 

6.  Correlation  with  Other  Subjects.  Question:  “Do 
you  attempt  to  correlate  the  history  teaching  with  the 
work  in  literature  and  language  (classical  and  modern)  ? 
By  what  methods  ? ’ ’ 

Only  19  out  of  the  143  teachers  make  systematic  at- 
tempt at  correlation,  i.e.,  by  definite  cooperation  with 
teachers  in  other  departments ; but  89  says  they  attempt 


HIGH  SCHOOL  HISTORY  TEACHING 


23 


it  incidentally,  by  using  the  material  of  other  subjects, 
chiefly  literature.  Of  these  latter,  2 each  are  also  teachers 
of  Latin  and.  English  respectively,  and  closely  correlate 
these  subjects  with  the  work  in  history.  Twenty-five 
teachers  report  no  attempt  whatever  at  correlation  ; one 
is  just  beginning;  the  remainder  fail  to  reply. 

Of  the  systematic  and  cooperative  attempts,  the  more 
common  are : ( a ) by  correlation  of  courses  e.g.  English 

history  preceding  the  history  of  English  literature,  Ro- 
man history  preceding  or  paralleling  Caesar’s  ‘Gallic 
War’;  (&)  historical  subjects  for  English  compositions 
(both  teachers  marking  papers)  ; (c)  historical  fiction 

read  or  studied  in  English  classes.  Instances  are  numer- 
ous: “Study  of  the  ‘Iliad’  follows  early  Greek  his- 
tory; ‘Julius  Caesar’  (Shakespeare)  follows  Roman  his- 
tory; Chaucer’s  ‘Prologue’  follows  early  English  his- 
tory; and  ‘Paradise  Lost’  the  Civil  War.  Burke’s  ‘Con- 
ciliation’ follows  the  study  of  the  American  Revolution.” 
“This  year  written  papers  in  history  are  being  accepted 
and  marked  in  the  English  department.  At  the  end  of 
the  year,  students  writing  for  the  prize  in  English  use  as 
their  subjects  a historical  one.”  “We  are  now  working 
on  the  problem,”  writes  a teacher  in  the  Grand  Rapids 
(Mich.)  high  school.  “History  and  English  teachers  con- 
fer in  regard  to  subjects  for  essays  and  reports,  so  that 
the  same  papers  may  be  used  in  the  two  classes.  Also,  as 
regards  reading,  when  historical  fiction  can  be  so  ar- 
ranged as  to  count  in  both  courses,  it  is  done.  We  find 
this  very  helpful  in  many  ways.”  An  Illinois  principal 
writes:  “Yes.  In  the  first  place,  by  means  of  a curri- 
culum ; secondly,  by  having  the  instructor  in  history  keep 
in  close  touch  with  the  work  in  literature  and  language 
in  those  departments.”  The  head  of  the  history  depart- 


24 


INDIANA  UNIVERSITY 


ment  in  the  Shortridge  High  School,  Indianapolis,  finds 
difficulty  in  securing  correlation  in  the  Ancient  and 
Mediaeval  and  Modern  history,  but  says  “a  good  deal  of 
history  is  acquired  in  the  English  work,  and  literature  re- 
ceives attention  in  the  English  history  course.”  Ameri- 
can history  and  literature  also  admit  of  coordination,  he 
thinks.  A New  England  teacher  reports  that  in  her 
school,  “ pupils  who  are  studying  Mediaeval  and  Modern 
history  have  given  talks  on  Venice  to  the  English  classes 
who  were  studying  ‘Merchant  of  Venice.  7 7 7 Talks  from 
English  history  will  be  given  soon,  she  adds. 

In  the  Shortridge  High  School,  Indianapolis,  there  is  a 
notable  example  of  correlating  English  composition  and 
local  history  (including  that  of  the  State  and  the  North- 
west Territory),  a teacher  of  English  having  shown  clever 
work  in  directing  pupils  in  developing  an  Indiana  pag- 
eant. Teacher  and  pupils  have  worked  out  and  presented 
in  dramatic  form  three  episodes  in  the  early  history  of 
Indiana, — the  passing  of  the  Ordinance  of  1787,  the  admis- 
sion of  the  State  to  the  Union  in  1816,  and  the  founding 
of  the  Robert  Owen  settlement  at  New  Harmony.  Other 
episodes  are  to  follow. 

The  majority  of  teachers  who  reply  to  the  second 
query  correlate  the  history  with  other  subjects  without 
conscious  cooperation  with  other  departments.  In  a few 
cases,  mostly  in  the  smaller  high  schools,  teachers  of  his- 
tory also  teach  English  or  Latin  classes.  Close  correlation 
of  these  subjects  is  feasible  in  such  cases.  Thus:  “The 
Roman  history  teacher  also  has  the  Caesar  class  and 
she  teaches  Caesar  as  history.  It  gives  them  a bit  of 
the  intensive  study  so  desirable.  Such  things  as  these 
we  look  for  (in  Caesar)  : Powers  of  a Roman  governor ; 
policy  of  Rome  toward  subject  peoples ; question  of  im- 


HIGH  SCHOOL  HISTORY  TEACHING 


25 


perialism.”  Another  instance:  " Teaching  both  history 
and  English,  I can  do  this  (correlation)  very  well.  I have 
arranged  my  English  literature  to  correlate  with  my 
(English)  history.  I always  try  to  bring  out  the  histori- 
cal setting  of  a literary  selection.’ ’ Often  teachers  at- 
tempt no  more  than  the  reading  of  great  poems,  in  their 
historical  setting,  for  illustration  and  point  of  view. 
Thus,  possible  associations  are:  Selections  like  4 Evange- 
line’ in  studying  the  French  wars  in  America,  Gray’s 
'Elegy’  in  dealing  with  the  capture  of  Quebec,  Brown- 
ing’s 'Pheidippides’  in  connection  with  the  battle  of  Mar- 
athon, Macaulay’s  'Lays  of  Ancient  Rome’  in  considering 
early  Roman  legends.  Again,  the  teacher  may  select  for 
reading  in  class  a piece  of  vivid  narrative  like  the  pen- 
tathlon in  'The  Victor  of  Salamis,’  the  tournament  scene 
in  'Ivanhoe,’  or  the  chapter  on  the  Freeport  heresy  in 
Churchill’s  'The  Crisis.’  One  teacher  tries  "a  little  in 
the  way  of  comparing  Shakespeare’s  plays  with  historical 
accounts”  of  the  rulers  and  events.  Another  has  her  Ro- 
man history  students  work  up  special  reports  (colonies, 
etc.)  for  the  express  purpose  of  strengthening  their  Latin 
work.  Burke’s  'Conciliation,’  Webster’s  'Reply  to 
Hayne, ’ Lincoln’s  'Gettysburg  Address,’  the  'Lincoln  and 
Douglas  Debates,’  are  instances  of  historical  documents  of 
great  value  for  intensive  study  by  English  classes,  prefer- 
ably after  the  historical  period  has  been  covered  in  the 
history  classes. 

In  general,  the  replies  indicate  a growing  sense  of  the 
need  of  closer  and  more  conscious  correlation  among  these 
subjects  of  study.  That  such  coordination  of  branches 
would  result  in  a wise  economy  of  time  and  effort,  a 
greater  efficiency  of  result,  and  a more  highly  unified 
training  of  youth,  is  unquestionable.  Some,  however, 


26 


INDIANA  UNIVERSITY 


prefer  spontaneous  correlation,  such  as  arises  on  occasion, 
with  an  instantaneous  flash  of  illumination,  without  pre- 
meditation or  planning.  Thus,  one  teacher  writes: 
“ Classes  in  English  history  that  have  studied  ‘Ivanhoe7 
(in  the  English  classes)  find,  or  remember,  illustrations 
of  many  topics  in  the  Saxon  or  Norman  periods.  4 The 
Deserted  Village7  helps  explain  the  rotten  boroughs. 
Squire  Cass  in  ‘Silas  Marner7  shows  the  attitude  of  the 
gentry  toward  cheap  grain.  Usually,  I prefer  to  have 
them  recall  these  as  illustrations  of  the  point  under  dis- 
cussion without  previous  notification. 77 

7.  Chronological  Outlines  and  Charts.  Question: 
“What  special  devices,  if  any,  do  you  use  to  aid  in  locat- 
ing and  correlating  events  in  time?  Do  you  require  the 
preparation  of  chronological  outlines  or  charts  ? If  so,  of 
what  character?77 

A great  variety  of  means  of  fixing  events  in  their  time 
relations  appear  in  the  replies.  Chronological  outlines, 
selection  of  central  or  “focal77  dates,  synchronistic  charts, 
mastering  lines  of  rulers,  mere  attention  to  sequence,  use 
of  “time-units, 77  are  methods  in  common  use. 

Most  teachers  use  different  devices,  or  a characteris- 
tic device,  for  each  field.  “I  have  found  that  pupils  of 
high  school  age  are  at  the  right  stage  for  the  development 
of  the  time  sense,77  writes  an  Eastern  teacher.  “I  do  this 
by  periods  in  Ancient  history,  by  centuries  in  Mediaeval 
history,  and  by  epoch-making  events  in  United  States  his- 
tory. Then  I have  little  difficulty  in  getting  the  few 
necessary  specific  dates.77  Selection  and  mastery  of  a few 
central  or  “landmark77  dates  in  each  field,  subordinating 
and  coordinating  all  others  to  these,  is  the  favored  plan  in 
dealing  with  dates.  “In  Ancient  history  we  have  a few 
dates  that  have  become  impressed  upon  the  pupils7  minds, 


HIGH  SCHOOL  HISTORY  TEACHING  27 

certain  battles,  etc.,  and  they  count  time  backward  and 
forward  from  .these  dates.  ” Of  course,  dates  which  are 
to  be  learned  should  mark  a crisis  or  turning  point  in  a 
development  or  movement.  One  teacher  suggests  the  fol- 
lowing list  for  early  Roman  history:  “753,  509,  494,  451, 
396,  390,  367. ” Grouping,  or  “date  clusters/ ’ in  dealing 
with  a special  historical  movement,  like  the  struggle  for 
plebeian  rights,  is  recommended  as  a method  for  attack- 
ing minor  dates.  Noting  time  intervals,  e.g.  1588-1688 ; 
1215-1265  (50  years)  ; 1265-1295  (30  years)  ; (1689-1697) 
— (1789-1797),  is  another. 

Some  teachers  find  it  helpful  to  have  pupils  learn  the 
order  of  sovereigns,  or  of  presidential  succession,  with 
dates.  “In  English  history/’  writes  one,  “we  do  learn 
the  kings  and  their  dates,  and  tell  the  student  why ; and 
we  do  learn  the  presidents, — the  name  of  the  man,  and  his 
party,  does  explain  much  else,  often.” 

Another  device  is  the  correlation  of  events  by  associ- 
ating the  new  with  the  already  known,  e.g.  with  events  in 
American  history,  in  the  study  of  Modern  European  or 
English  history,  or  vice  versa.  “In  Modern  European 
history  the  class  correlates  events  in  time  with  United 
States  history,  in  which  they  are  more  interested  and 
which  they  know  quite  a little  about,”  writes  one.  An- 
other teacher,  in  assigning  a lesson  in  American  history, 
tells  her  class:  “Tomorrow  we  will  first  consider  what 
has  taken  place  in  Europe  since  we  began  the  period  we 
are  studying.” 

Correlation  by  associating  events  with  their  causes 
and  results,  with  attention  to  sequence  in  time,  is  pre- 
ferred by  some  teachers.  “We  require  our  pupils  to  make 
a general  outline  of  the  periods  studied,  but  little  atten- 
tion is  paid  to  mere  dates.  We  try  to  bring  out  the  rela- 


28 


INDIANA  UNIVERSITY 


tions  of  causes  of  events,  rather  than  mere  facts  (of 
dates).”  Another  emphasizes  the  causes  leading  up  to 
the  event,  making  a careful  study  of  the  conditions  gov- 
erning such  causes,  also  bringing  out  how  one  event  leads 
to  another.  “We  try  to  link  lesson  into  lesson  in  a se- 
quence unbroken  from  September  until  June.  After 
studying  Greece,  we  try  to  keep  our  Roman  history  cor- 
related with  the  Greek,  by  frequent  references  to  corre- 
spondence in  time  and  by  tracing  similarity  of  develop- 
ment in  institutions  and  in  reforms.  We  work  with  con- 
trasts also,  and  in  every  way  try  to  make  one  history  sup- 
port the  other.  We  ask  for  few  dates,  but  for  constantly 
correct  sequence  in  time.” 

A few  teachers  prefer  to  employ  merely  such  associa- 
tions as  arise,  sometimes  by  mere  chance.  “I  use  no  spe- 
cial devices  to  aid  the  memory  in  recalling  dates,”  says 
one.  “Sometimes  I can  use  the  principle  of  association 
to  advantage.  For  example,  in  1676  the  followers  of 
Bacon  protested  against  the  tyrannical  government  of 
Berkeley,  and  one  hundred  years  later  the  descendants  of 
these  men  had  part  in  the  Declaration  of  Independence.” 
Another  notes  that  the  Pacification  of  Ghent  was  in  1576, 
just  two  centuries  before  our  Declaration  of  Independ- 
ence. 

The  making  of  chronological  outlines,  following  the 
study  of  a movement  or  period,  is  frequently  employed. 
Sometimes  the  outline  is  kept  on  the  blackboard,  and  de- 
veloped by  the  class  as  the  points  are  reached.  A valu- 
able device  in  European  history  is  the  synchronistic  out- 
line, or  “block  chart.”  Parallel  vertical  columns  are 
ruled,  and  each  headed  with  the  name  of  a leading  nation. 
Horizontal  lines  mark  centuries  or  half-centuries.  Events 
are  then  entered  under  the  respective  countries  in  the 


HIGH  SCHOOL  HISTORY  TEACHING 


29 


proper  time  block.  Thus,  one  teacher  writes:  “The  pu- 
pils prepare  charts  with  columns  for  nations  across  the 
page  and  divisions  of  time  down  the  page.  I use  similar 
charts  to  show  internal  and  external  development  of  a 
country,  e.g.  Rome/’ 

A teacher  formerly  of  Grand  Rapids,  Mich.,  but  now 
superintendent  at  Boscobel,  Wis.,  contributes  the  table 
on  the  following  page,  as  an  example  of  the  use  of  the 
parallel  column  for  “correlating  American  and  English 
history.” 

Another  teacher,  from  Michigan,  suggests  a device  for 
combining  in  the  same  drawing  a chronological  chart  and 
a series  of  “graphs”  of  institutions.  “I  have  used  with 
some  success,”  he  writes,  “a  chart  showing  the  relative 
importance  of  institutions.”  The  sketch  which  he  sub- 
mits shows  a horizontal  base  line,  crossed  at  equal  inter- 
vals by  vertical  lines.  Distances  between  the  vertical 
lines  indicate  decades  or  centuries.  In  the  space  below 
the  base  line,  events  with  their  dates  are  inserted,  in  the 
proper  decades  or  centuries;  while  above  the  base  line, 
curves  may  be  plotted  to  show  the  growth  of  certain  insti- 
tutions, as  affected  by  the  events  recorded  below  the  line. 

8.  Preparation  of  Maps.  Question:  “How  do  you 
manage  the  preparation  of  maps?  Do  you  use  prepared 
outlines,  or  do  the  pupils  draw  (or  trace)  the  outlines? 
What  kind  of  data  is  entered  (other  than  that  furnished 
by  the  printed  maps)  ?” 

Of  the  143  teachers  reporting,  71  use  printed  outlines, 
29  have  pupils  make  their  own  outlines,  35  use  both  kinds, 
4 use  hektograph  or  blackboard  outlines  of  their  own  mak- 
ing, only  2 use  none  at  all. 

Maps  are  used  (a)  to  secure  accuracy  and  definiteness 
of  knowledge,  (6)  as  a basis  for  review  or  for  the  pre- 


USE  OF  THE  PARALLEL  COLUMN 


American  History 

American  colonization  by  the  Eng- 
lish now  possible. 

Puritans  go  to  Holland. 


Hampton  Court  Conference ....  Puritans  turn  to  America. 

Virginia  Charter. 

Popham  Colony  and  Jamestown. 


English  History 

Elizabeth  (d.  1603) 

Destruction  of  Armada  

Punishment  of  extreme  Protest- 
ants   

James  I (d.  1625) 

Charles  I (d.  1649) 


Violates  Petition  of  Right.  s 

TJ 
d <u 

Strafford  and  Laud  op- 

a 

press  people  politi- 

d  o 
o 

cally  and  religiously. 

O 

Ship  Money  extortion. 

o d 

Inclosure  movement. 

.2  d< 

Star  Chamber  Sessions. 

a-s1 

O m 

O 

® o 

S3 

Great  Rebellion — 

Commonwealth  (1649-53) 
Protectorate  (1653-59) 

(Period  of  Puritan  Suprem- 
acy) England  cannot 
protect  the  colonies  nor 
punish  their  misdeeds 
until  well  on  toward 
end  of  this  period.  . . . 

Restoration 
Charles  II  (d.  1685) 


Great  Emigration  1629-1640 

Founding  of  Massachusetts  Bay 
Colony. 

Attacks  on  Massachusetts  partly 
because  of  conditions  in  Eng- 
land. 

Grant  to  Calverts. 

The  “Infant  liberties”  to  grow. 

Restlessness  of  thought,  transplant- 
ed to  America,  causes  founding 
of  Rhode  Island,  Connecticut, 
and  New  Haven. 

United  Colonies  of  New  England 
formed. 

Virginia  invites  royalists  over. 

Massachusetts  takes  advantage  of 
troubles  of  mother  country. 
Massachusetts  Code  of  Laws. 

Actual  movement  back  to  England. 

Conflict  between  religions  in  Mary- 
land. 

Rebellions,  Virginia  subdued,  1652. 


Increased  colonization  (royal)  : 
Settlement  of  New  Jersey. 
Pennsylvania  founded. 

Carolinas  founded. 

New  Hampshire  becomes  royal 
province,  1679. 

Commission  of  1664  (end  of  New 
Amsterdam) . 

Revocation  of  Massachusetts  Char- 
ter, 1684.  Part  of  Charles’  gen- 
eral policy  (Andros  comes). 
Virginia,  loyal  to  king,  treated  like 
step-child. 


—30— 


HIGH  SCHOOL  HISTORY  TEACHING 


31 


liminary  study  of  a people’s  history,  and  (c)  as  tests  of 
exactness  of  information.  Study  maps,  hastily  sketched 
by  pupils  to  aid  in  fixing  the  facts  of  a lesson,  are  reported 
in  one  case.  Maps  from  memory,  without  notice,  are  re- 
quired in  a number  of  instances. 

One  experienced  teacher  writes:  “Our  tendency  is  to 
make  more  and  more  use  of  sketch-maps , sometimes  quite 
crude,  each  sketch  to  show  a particular  idea  or  set  of  rela- 
tions. This  necessitates  a study  of  maps  in  connection 
Avith  the  ideas  involved.  Much  such  sketch  work  is  done 
from  memory,  without  seeking  great  accuracy  of  outlines, 
but  definiteness  and  clearness  of  relations.  Such  work  is 
often  placed  upon  the  blackboard.”  The  following  are 
indicated  as  subjects  for  such  sketch  maps  : “ (a)  Series 

of  sketches  illustrating  geographical  knowledge  of  the 
Middle  Ages  (Ptolemy,  Mela,  Cosmas,  Toscanelli,  etc.)  ; 
(6)  maps  showing  trade  routes ; (c)  sketch  showing  Portu- 
guese explorations  around  Africa — the  point  reached  by 
each  navigator  indicated  by  name  of  navigator  and  date ; 

(d)  important  voyages  shown  on  outline  Mercator’s  maps ; 

(e)  sketch  of  St.  Lawrence-Great  Lake-Hudson  valley  re- 
gion, showing  location  of  Indian  tribes  influencing  the  set- 
tlement of  French  and  English  (made  in  connection  with 
a report  on  the  subject,  sketch  being  drawn  on  black- 
board, and  reproduced  in  note-books).  This  region  is  a 
geographical  unit,  with  which  the  pupils  become  very  fa- 
miliar as  time  goes  on.”  He  adds  in  conclusion,  “We 
try  to  make  every  map  represent  a definite  idea,  and  so 
far  as  possible  a single  idea.” 

Requiring  the  preparation  of  a few  epoch-making 
maps,  rather  than  a multiplicity  of  lesser  ones,  is  the  prac- 
tice generally  followed.  These  are  required  to  be  made 
with  accuracy,  and  only  such  data  entered  as  will  con- 


32 


INDIANA  UNIVERSITY 


tribute  directly  to  the  subject  of  the  map.  On  the  latter 
point,  one  teacher  says  : “A  map  of  England  in  878  might 
show  the  Danelaw  and  the  English  possessions,  together 
with  the  outlines  of  the  various  states  founded  by  the 
Angles,  Saxons,  and  Jutes. ” “Five  to  eight  such  maps 
we  deem  sufficient  in  each  course,”  writes  one  teacher. 
“Four  maps  per  term,  on  an  average,”  is  the  requirement 
of  another. 

Usually  teachers  have  the  pupils  enter  such  physical 
and  historical  (or  political)  data  as  the  subject  of  the  map 
requires, — no  other.  Sometimes  the  necessary  data  are 
furnished  by  the  text  maps,  and  these  are  merely  copied. 
But  other  teachers  write.:  “I  prefer  to  develop  a map 
gradually,  and  to  bring  out  important  matters  not  shown 
by  printed  maps.”  “They  are  prepared  from  data  given 
in  the  text,  but  not  from  maps,  in  order  that  the  pupil 
may  prepare  his  own  map  illustrating  the  topic.”  An  In- 
diana teacher  has  the  terms  of  a treaty  or  charter  entered 
upon  a map  from  a reprint,  if  possible,  of  the  original. 

Close  study  of  maps  in  text  and  atlas,  in  addition  to 
the  preparation  of  maps,  is  recommended.  Says  one : 
“My  experience  is  that  children  will  copy  a map  accurate- 
ly, or  put  on  it  what  I tell  them  to,  but  that  the  facts  I 
wish  them  to  master  will  not  always  penetrate  into  their 
consciousness.  Now,  I require  a conscious  study  of  maps, 
with  a drill  from  memory  in  class.”  A helpful  device  for 
certain  kinds  of  class  work  in  history  is  the  use  of  black- 
board outline  maps.  “An  outline  map  on  the  blackboard, 
made  with  properly  prepared  kalsomine,  makes  a splendid 
scheme  for  class  exercises ; and  the  parts  filled  by  the  pu- 
pils may  be  erased  without  injuring  the  outline.”  The 
same  end  may  be  attained  by  using  the  large  (paper)  wall 
outlines  published,  e.g.,  by  the  McKinley  Publishing  Com- 


HIGH  SCHOOL  HISTORY  TEACHING 


33 


pany,  Philadelphia.  “ Chalk  maps,”  suggesting  relief 
forms,  if  needed,  can  be  made  to  serve  even  better  than 
wall  maps  to  bring  out  clearly  the  point  of  the  day’s  les- 
son. 

9.  Use  of  Historical  Fiction.  Question:  “ What  use, 
if  any,  do  you  make  of  historical  fiction?” 

Out  of  the  143  teachers,  99  make  some  use  of  historical 
fiction,  34  make  little  or  no  use,  the  remainder  failing  to 
reply.  Of  the  99  teachers  who  use  this  kind  of  collateral 
material,  78  merely  “ recommend  books”  and  “encourage 
pupils  to  read  them”;  6 read  selections  in  class  for  illus- 
trative purposes  ; 7 have  books  reviewed  or  reported  upon 
in  class ; 2 give  additional  credit  for  such  reading ; and 
6 require  it  as  part  of  the  collateral  reading. 

That  good  historical  fiction  creates  historical  atmos- 
phere, that  it  gives  insight  into  social  customs  and  man- 
ners of  an  age,  that  it  stimulates  the  historic  imagination, 
and  creates  interest  in  the  study  of  history,  are  reasons  of- 
fered for  its  use  in  teaching.  “Chiefly  to  get  a view  of 
the  social  life  of  the  times,”  is  a typical  answer  to  the 
question  of  purpose. 

The  methods  of  dealing  with  this  kind  of  material  in 
class  work  are  interesting.  Some  require  reviews  or  re- 
ports, followed  by  class  discussion.  Others  read  in  class, 
or  require  the  reading,  of  a historical  setting  or  scene  from 
a standard  piece  of  fiction.  “Many  of  the  students  read 
them,  and  the  discussion  of  an  author’s  treatment  of  a 
scene,  character,  or  event  is  frequently  brought  up  in 
class,”  is  one  teacher’s  way  of  stating  it.  “We  bring  into 
class  settings  as  given  by  good  writers,  such  as  Thack- 
eray’s description  of  the  battle  of  Waterloo,”  is  the  sug- 
gestion of  another.  “This  year’s  class  in  Mediaeval  his- 
tory read  and  enjoyed,  and  I believe  profited  by,  Schef- 


34 


INDIANA  UNIVERSITY 


fel’s  ‘Ekkehard’.  We  read  in  class  certain  chapters  of  it, 
and  used  it  as  a basis  for  discussion  and  review.”  One 
teacher,  appreciating  the  limitations  of  this  kind  of  ma- 
terial, attempts  to  build  up  a critical  judgment  in  her  pu- 
pils. “We  give  a little  talk  on  historical  fiction,  trying  to 
show  its  strong  points  and  limitations,  and  illustrate.  We 
ask.  the  pupil  to  criticise  what  he  reads.  They  enjoy  it, 
and  we  believe  it  pays.”' 

The  acceptable  works  in  this  field  receive  some  atten- 
tion in  the  replies.  Certain  chapters  or  the  whole  of 
Uvanhoe’,  ‘Tale  of  Two  Cities’,  ‘Westward  Ho!’  ‘Last 
Days  of  Pompeii’,  receive  mention.  “We  use  historical 
fiction  just  a little  by  reading  some  good  chapters  to  illus- 
trate certain  institutions.  Thus,  Ben  Hur’s  chariot  race 
well  illustrates  the  Romanized  Grecian  games ; the  amphi- 
theater chapter  in  ‘Last  Days  of  Pompeii’  for  the  Roman 
amphitheater  in  the  days  of  Titus ; and  the  tournament 
scene  from  ‘Ivanhoe’.” 

A teacher  in  a small  city  high  school  finds  good  appli- 
cation can  be  made  of  pupils’  vacation  reading. 
“Throughout  the  summer,  a list  of  books,  relating  to  the 
coming  year’s  work  in  history  (fiction,  poems,  etc.)  is  kept 
at  the  public  library,  and  high  school  students  are  advised 
to  read  these.  A graded  list  for  each  high  school  year  is 
also  conspicuously  displayed.  This  plan,  used  last  sum- 
mer, has  given  good  results  for  the  winter’s  work.” 

10.  Teaching  Ethics  in  History  Work.  Question: 
“Do  you  make  conscious  effort  to  teach  ethics  in  history 
work  ? ’ ’ 

Upon  no  other  question  submitted,  were  teachers  quite 
so  divided  as  upon  this.  Of  the  whole  number  reporting, 
88  make  some  conscious  effort  to  teach  ethics  in  history 
work ; 44  avoid  it  altogether ; 3 teach  ethics  in  Civics,  but 


HIGH  SCHOOL  HISTORY  TEACHING 


35 


not  in  history ; a few  fail  to  reply.  The  replies  are  usual- 
ly quite  emphatic  in  their  position.  One  teacher  makes 
ethical  training  the  chief  purpose  in  all  historical  study. 
Another  regards  it  as  one  of  the  three  most  important  re- 
sults to  be  gained,  but  fails  to  state  the  other  two.  “The 
study  of  history  can  be  made  to  promote  a spirit  of  toler- 
ance and  charity, ” says  one.  Another  desires  that  his  pu- 
pils see  both  the  ideal  and  the  practical.  “I  think  a 
teacher  should  be  idealistic,  especially  with  younger  pu- 
pils, ” he  declares.  Says  still  another:  “Unavoidably, 
appreciation  of  Pilgrim,  Quaker,  and  Catholic ; of  the 
Revolution ; of  the  slavery  question ; of  the  lives  of  lead- 
ing Americans, — is  incomplete  without  conscious  develop- 
ment of  the  ethical  side.”  “No,”  rejoins  another,  “we 
let  the  work  do  its  own  preaching.  It  will  do  it,  if  it  is 
worth  doing.  We  do  not  put  things  into  our  history, 
though  we  seek  to  get  out  what  is  there.  So  often  people 
who  use  history  for  the  conscious  teaching  of  ethics  are 
tempted  to  pervert  it  or  misinterpret  it  to  make  their 
point.  There  is  such  a thing  as  historical  conscience . ” “I 
never  let  an  opportunity  for  ethical  instruction  pass,  if  I 
can  help  it,”  says  another,  “because  if  any  persons  need  a 
taste  of  ethics,  it  certainly  is  boys  and  girls  of  high  school 
age.” 

“Conscious  to  the  teacher  but  not  to  the  pupil,”  is  the 
burden  of  many  replies.  “Preaching”  or  “pointing  the 
moral”  is  the  thing  chiefly  feared.  Many  think  good 
ethics  is  unconsciously  instilled  through  good  teaching  of 
history.  “History,  in  my  judgment,  should  be  taught  as 
it  actually  is,  and  the  pupil  should  be  free  to  draw  his  own 
practical  conclusions.  Ethical  training  ivill  result  from  good 
history  teaching . ” “I  think  the  duty  of  a history  teacher 
is  to  teach  the  fact  or  event  as  it  was,  and  let  the  student 


36 


INDIANA  UNIVERSITY 


draw  his  conclusions  or  moral  lesson  for  himself.  I think 
the  moral  side  takes  care  of  itself  pretty  well,  if  the  teach- 
ing is  well  done.” 

As  to  methods  of  dealing  with  the  ethical  content  of 
history,  the  replies  suggest  the  weighing  of  motives,  dis- 
cussing situations,  consideration  of  ethical  standards  of 
an  age  differing  from  our  own.  Discussion  of  concrete 
problems,  as  they  arise  in  the  work,  is  frequently  com- 
mended. “Whenever  ethical  problems  arise,  the  ethics  of 
the  situation  is  discussed,  as  e.g.,  Hamilton’s  [supposed] 
highmindedness  in  supporting  Jefferson  for  president, 
when  the  contest  with  Burr  was  carried  into  the  House 
of  Representatives.”  Another  tries  to  show  in  Gren- 
ville’s policy  (1765)  that  “legality  involved  expediency, 
and  if  England  had  heeded  that  word,  history  might  have 
been  different.”  “I  sometimes  ask  them  what  they  think 
of  two  men;  what  they  think  of  England’s  work  in  the 
Balkans;  what  they  think  of  Machiavellianism, — mainly 
because  children  like  to  express  their  views,”  says  an- 
other. 

11.  Special  Devices  in  Civics  Teaching.  Question: 
“What  special  devices  do  you  use  to  secure  concreteness 
in  the  teaching  of  civics?” 

Special  methods  in  the  teaching  of  civics  are  numer- 
ous. In  the  main,  the  replies  suggest  five  groups : (a) 

Use  of  mock  political  machinery, — the  class  holding  elec- 
tions, moot  courts,  also  conventions;  ( b ) direct  observa- 
tion of  the  actual  working  of  local  government, — the  class 
visiting  city  and  county  offices,  council  meetings,  sessions 
of  court,  etc. ; (c)  organization  of  parliamentary  bodies, — 
the  class  forming  a senate,  town-meeting,  city  council,  or 
legislature  ; (d)  investigation  of  current  problems  of  local, 
state,  or  national  importance,— chiefly  through  newspaper 


HIGH  SCHOOL  HISTORY  TEACHING 


37 


clippings  and  magazine  articles ; (e)  talks  before  the  class 
by  local  men  versed  in  civic  affairs. 

The  experience  of  a live  teacher  in  the  Charlestown 
(Mass.)  high  school  is  typical.  “We  visit  a town-meet- 
ing, a session  of  the  Board  of  Aldermen,  the  Common 
Council,  and  both  houses  of  the  State  Legislature.  Our 
class  has  registered  as  voters,  and  our  voting  lists  are  in 
preparation.  We  shall  have  a town-meeting  next,  and  de- 
cide which  kind  of  government  we  prefer  for  Boston.  We 
shall  also  assist  in  getting  names  for  a petition  for  a play- 
ground in  our  ward.  The  bill  for  an  appropriation  of 
$100,000  for  this  playground  is  in  our  legislature  now. 
There  is  to  be  a hearing  soon,  and  we  shall  go.”  A teach- 
er in  a small  city  high  school  in  Indiana  has  her  classes 
attend  court  and  council  meetings,  and  tries  to  make  each 
pupil  “feel  that  Civics  is  not  a matter  of  the  text-book, 
but  of  the  world  and  people  about  him, — that  he  himself 
is  playing  a part,  and  that  a greater  one  awaits  him.” 
Through  observation  of  his  own  community,  “the  student 
is  enabled  to  extend  his  knowledge  of  the  same  to  larger 
fields.”  “We  keep  in  touch  with  ‘Civics  in  the  making’ 
through  current  literature,”  she  adds. 

12.  Helpful  Suggestions  Added.  Question:  “Please 
append  any  suggestions  which  you  think  may  be  help- 
ful.” 

Some  of  the  most  valuable  and  suggestive  hints  appear 
under  this  head.  Sometimes  these  are  ingenious  devices 
not  brought  out  by  the  foregoing  questions.  Thus,  one 
employs  a “bulletin  board”  and  a reading  table  for  cur- 
rent history.  In  connection  with  this,  an  organized  body 
of  six  or  eight  students,  known  as  “The  Associated 
Press,”  canvasses  the  literature  once  a week,  and  posts  a 
classified  list  of  the  best  articles  appearing  upon  historical 


38 


INDIANA  UNIVERSITY 


or  political  topics,  together  with  names  and  dates  of  mag- 
azines containing  same.#  Another  finds  the  stereopticon, 
with  an  assortment  of  slides,  a most  valuable  adjunct  to 
the  history  teacher’s  equipment.  Still  another  has  created 
enthusiasm  in  history  by  means  of  a “History  Club,”  com- 
posed of  students  with  a year’s  credit  in  history,  and 
meeting  outside  school  hours  for  a special  history  pro- 
gram. 

One  interesting  suggestion  embodied  a device  for 
quick  written  tests.  “From  time  to  time,”  says  this 
teacher,  “I  give  what  I call  ‘one-word  tests,’  consisting 
of  ten  or  twenty  questions  which  call  for  a date  or  a name 
by  way  of  answer.  The  papers  are  exchanged  and 
graded  by  the  pupils,  the  teacher  reading  off  the  answers. 
The  whole  process  takes  not  more  than  fifteen  minutes, 
and  I find  it  an  excellent  device  for  drill  in  definiteness 
and  accuracy  in  regard  to  certain  essential  facts.” 

At  other  times,  the  suggestions  appear  as  statements 
of  methods  of  attacking  the  general  problem  of  history 
teaching.  “Emphasize  the  story  side  of  high  school  his- 
tory yrork, ” says  one.  “Can  anything  take  the  place  of 
thorough  preparation  on  the  part  of  the  teacher,  and  a 
willingness  to  dig  on  the  part  of  the  pupil?”  asks  another. 
‘ ‘ Connect  the  events  of  the  present  with  those  of  the  past, 
and  trace  differences  and  similarities  between  the  present 
and  the  past,”  is  the  recommendation  of  a third.  “If 
some  method  could  be  found  of  accurately  dramatizing 
the  most  important  events,  and  the  students  could  act  or 

* In  Pratt  Institute  (Brooklyn,  N.  Y.)  a somewhat  similar  device 
was  employed  some  years  ago.  There  “some  boys  and  girls,  assigned 
as  editors,”  issued  the  Institute  Daily  News  “with  illustrated  blackboard 
supplements”.  “They  arrive  at  school  early  enough  to  read  the  papers, 
and  write  on  the  blackboard  (in  the  assembly  hall)  epitomes  of  the 
larger  news  of  the  day.  Barnes’  Studies  in  Historical  Method,  pp.  13-14. 


HIGH  SCHOOL  HISTORY  TEACHING 


39 


read  their  parts,  it  would  materially  increase  their  knowl- 
edge and  appreciation  of  the  past,”  is  a suggestion  full  of 
possibilities.  Another  advises  thorough  mastery  of  the 
facts  in  logical  relations,  these  to  be  interpreted  and 
application  made  to  present  conditions. 

Again,  teachers  bring  out  points  of  obvious  difficulty. 
One  wishes  some  one  would  write  a text  in  American  his- 
tory, down  to  1763,  as  an  outgrowth  of  European  history, 
with  the  story  woven  together  in  such  a manner  that 
pupils  can  grasp  the  entire  movement  as  one  thing.  An- 
other finds  the  problem  of  pronunciation  of  proper  names 
in  history  a difficult  one,  and  favors  the  use  of  those  texts 
only  which  have  a good  pronouncing  vocabulary;  he 
thinks  it  important  that  pupils  acquire  the  habit  of  cor- 
rect pronunciation  on  first  meeting  with  a new  name. 
“ Fewer  pupils  and  more  time,”  is  the  terse  statement  of 
a common  need.  “Next,  better  equipment.”  Maps,  pic- 
tures, and  books  should  be  furnished.  “We  need  books  in 
duplicate.  To  turn  a whole  class  into  a library  where 
there  are  only  two  or  three  copies  of  a book  is  to  play  at 
doing  things.”  Another  finds  it  difficult  to  secure  any 
appreciable  “judgment  work”;  pupils  are  loath  to  leave 
the  text-book  prop,  when  it  comes  to  solving  historical 
problems. 


III.  CONCLUSIONS  AND  SUGGESTIONS 


It  should  be  evident  from  the  foregoing  replies  that 
there  is  no  one  hard  and  fast  method  of  teaching  history, 
universally  applicable.  Given  a teacher  who  knows  his 
subject  and  understands  the  teaching  process,  the  special 
problems  of  teaching  history  require  only  patience,  perse- 
verance, and  experimentation  to  effect  some  sort  of  satis- 
factory solution.  But  to  the  reaching  this  end,  the  varied 
experiences  and  manifold  devices  reported  by  the  teach- 
ers who  have  cooperated  in  this  inquiry  should  prove  of 
material  assistance. 

1.  In  the  first  place,  it  should  be  emphasized  that  the 
indispensable  prerequisite  for  success  in  history  teaching 
is  to  know  history.  There  is  no  subject  in  the  school  cur- 
riculum which  more  urgently  demands  special  preparation 
on  the  part  of  the  teacher  than  this.  The  teacher  of  his- 
tory must  know  his  subject  in  general  and  in  particular — 
must  know  the  particular  facts,  not  merely  of  the  field 
actually  being  taught,  but  of  other  fields,  for  purpose  of 
constant  comparison  and  contrast  ; and  must  at  the  same 
time  understand  something  of  the  wider  reaches  and 
deeper  meanings  of  history.  If  he  knows  only  what  is  in 
his  text-book,  he  is  foredoomed  to  failure.  The  practice, 
sometimes  followed  by  school  officials,  of  providing  spe- 
cially trained  teachers  for  the  languages,  mathematics, 
science,  and  English,  and  giving  the  history  classes  to 
such  teachers  as  merely  have  time  for  them,  irrespective 
of  their  special  training  and  qualifications  for  this  work, 
is  responsible  for  much  of  the  bad  history  teaching  met 
with  in  our  schools. 

2.  As  for  the  course  of  study,  at  least  three  years' 
work  should  be  offered  (this  is  now  required  by  law,  in 

—40— 


HIGH  SCHOOL  HISTORY  TEACHING 


41 


Indiana,  in  all  “commissioned”  high  schools)  ; and  where 
possible,  it  is  desirable  that  the  full  four-year  course 
recommended  by  the  Committee  of  Seven  be  followed. 
Where  three  years  only  can  be  given,  it  is  best  that  this 
should  consist  of  Ancient  history,  Mediaeval  and  Modern 
history,  and  American  history  and  Civics.  Two  years  of 
history  (preferably  three)  should  be  required  for  gradua- 
tion, in  all  except  Science  and  Commercial  courses. 

3.  Some  collateral  reading  should  be  required  by  the 
teacher  in  every  course,  in  order  to  enrich  the  narrative, 
to  show  that  all  the  history  is  not  comprised  in  the  text- 
book, to  cultivate  habits  of  comparison  and  judgment, 
and  to  help  inculcate  the  habit  of  serious  reading.  To 
accomplish  the  latter  end,  the  outside  reading  should  not 
be  so  much  in  amount  as  to  prove  burdensome,  and  should 
be  adapted  to  the  interests  of  the  pupil.  To  facilitate  the 
reading  a goodly  number  of  history  books  should  be  in 
the  school  library.  The  most  valuable  short  books,  in 
which  all  the  class  are  expected  to  read,  should  be  bought 
in  quantities  of  from  five  to  ten.  By  extracting  historical 
articles  from  old  magazines,  and  binding  them  in  cheap 
manila  covers  (with  title  and  author’s  name  pasted  neatly 
on  the  outer  cover)  teachers  may  easily  prepare  valuable 
pamphlets  for  students’  reading  and  reports.  Pupils  will 
gladly  bring  in  copies  of  such  articles.  Besides  their  text, 
they  frequently  contain  reproductions  of  drawings  and 
photographs  of  great  interest  and  value. 

4.  Note-books  should  be  kept,  if  for  nothing  else  than 
to  cultivate  habits  of  accuracy,  neatness,  and  order.  This, 
however,  should  not  be  overdone ; it  is  easy  to  waste  valu- 
able time  in  comparatively  useless  copying  of  long  ex- 
tracts, elaborate  writing  up  of  notes,  etc.  A distinction 
may  well  be  made  between  the  daily  “rough  note-book”, 


42 


INDIANA  UNIVERSITY 


and  the  permanent  note-book  for  finished  exercises.  The 
temptation  for  pupils  to  copy  their  neighbor’s  notes  may 
partially  be  overcome  by  requiring  note-book  work  to  be 
handed  in  the  day  following  the  exercise,  on  loose  sheets ; 
these  may  then  be  merely  checked  up,  and  returned  for 
filing  in  the  permanent  note-books.  Some  effort  should  be 
devoted  to  making  the  note-book  a ‘ 4 coherent  whole”  by 
preparing  lists  of  contents  or  indexes;  but  considerable 
latitude  should  be  left  in  this  connection  for  individual 
expression  and  planning. 

5.  Written  reports  on  selected  or  assigned  topics 
should  be  required  in  each  field  of  history.  In  the  first 
year’s  work,  perhaps  one  a year  is  enough;  in  the  second, 
two ; in  the  third,  three.  The  reports  should  contain 
footnotes  giving  references  for  important  statements ; and 
a bibliography  of  books  used,  in  proper  form,  should  be 
appended.  The  subjects  should  be  suited  to  the  pupils’ 
interests  and  abilities,  and  each  pupil  should  be  allowed 
to  choose  his  topic  from  an  assigned  list.  Where  possible, 
it  is  desirable  that  the  topic  should  include  a definite  prob- 
lem requiring  personal  judgment  on  the  part  of  the  pupil. 
Occasionally  the  reports  may  be  read  aloud  in  class,  by 
their  authors;  at  other  times,  the  writers  should  be  re- 
quired to  give  orally  brief  summaries  of  the  results,  in 
order  to  save  class  time,  and  to  insure  that  the  pupil  shall 
really  know  what  he  has  put  into  his  report. 

6.  Some  use  of  the  sources  should  be  made,  but  in  the 
main  only  for  illustrative  purposes,  and  to  enliven  the  nar- 
rative and  give  the  atmosphere  of  the  time.  Occasionally, 
on  some  limited  subject,  it  may  be  found  possible  to  make 
a more  intensive  study  of  certain  chronicles,  letters,  jour- 
nals, orations,  etc.  It  must  be  recognized,  however,  that 
the  criticism  and  interpretation  of  the  sources  is  a very 


HIGH  SCHOOL  HISTORY  TEACHING 


43 


difficult  matter,  calling  for  a special  training  in  historical 
method  which  few  high  school  teachers,  and  no  pupils,  can 
possess. 

7.  An  obvious  need  exists  of  correlating  history  with 
other  studies,  particularly  literature  and  language.  This 
should  be  carried  beyond  merely  accidental  and  occasional 
correlation,  such  as  a good  teacher  will  use  illustratively 
in  any  subject.  It  should  involve  systematic  coordination 
of  courses  of  study,  and  cooperation  in  written  work  and 
required  reading.  Practical  difficulties  are  recognized : 
courses  of  study  are  planned  independently  and  upon 
widely  different  bases ; teachers  lack  preparation  in  other 
than  their  own  fields ; and  a large  number  of  electives  in 
either  field  renders  useless  any  attempt  at  systematic  cor- 
relation. Yet  common  ground  does  exist,  and  history 
teaching  cannot  be  adequate  until  proper  utilization  of  all 
material  is  accomplished. 

8.  Constant  and  systematic  correlation  of  events  as 
regards  time  must  be  insisted  upon.  Relatively  few  cen- 
tral or  “crisis”  dates  are  important  enough,  in  themselves, 
to  be  committed  to  memory ; lesser  dates  may  be  grouped 
and  subordinated  about  these.  Helpful  devices,  such  as 
outlines,  charts,  “time  maps”,  graphs,  etc.,  can  be  used  to 
aid  in  fixing  the  chronology,  especially  if  these  be  made 
by  the  pupils,  or  on  the  blackboard  before  the  eyes  of  the 
class.  But  the  emphasis  should  be  placed  on  thinking  the 
relationship  of  events , rather  than  upon  the  chart  or  outline 
itself. 

9.  Some  preparation  of  maps  by  the  pupils  is  a neces- 
sity, if  geographical  locations  and  relations  are  to  be 
learned.  Perhaps  four  to  eight  maps  a year,  in  the  history 
work,  is  a fair  assignment.  Colored  pencils,  map  crayons, 
or  watercolors  may  be  used  for  coloring  the  different 


44 


INDIANA  UNIVERSITY 


areas.  Too  much  detail  (other  than  that  which  the  sub- 
ject requires)  should  not  be  crowded  into  the  maps.  Pu- 
pils should  also  be  tested  as  to  their  knowledge  of  the 
maps  which  they  have  studied,  one  method  being  to  hand 
the  pupils  prepared  outlines  and  require  the  location  on 
these  of  important  places  from  memory.  Maps  should 
always  be  accompanied  by  the  necessary  explanations, 
such  as  the  subject  of  the  map,  date  or  period,  legend  or 
key,  and  full  statement  of  the  sources  from  which  the  map 
is  prepared.  It  is  important  that  the  names  of  the  places 
be  printed  on  the  face  of  the  map , in  their  proper  locations, 
instead  of  being  given  in  a numbered  list  elsewhere. 

10.  Historical  fiction  has  a legitimate  place  in  his- 
tory teaching,  but  it  is  to  be  used  with  discrimination 
and  judgment.  Only  a few  such  books  exist  in  any  his- 
torical field  which  are  worthy  of  study.  The  value  of  such 
reading  consists  in  giving  the  “historical  atmosphere,’7 
i.e.,  the  customs  and  character  of  a particular  age.  Its 
limitations  are  noteworthy — characters  of  great  leaders 
and  events  are  usually  distorted  in  one  way  or  another, 
for  purposes  of  heightening  the  narrative,  and  phases 
of  life  clearly  unfit  for  immature  minds  are  often  depicted. 
Lists  of  historical  fiction  may  be  found  in  the  6 Essentials 7 
series  of  high  school  histories,  in  other  text-books,  and  in 
Jonathan  Nield’s  'Guide  to  the  Best  Historical  Fiction.7 

11.  As  to  ethics  teaching  in  history  work,  little  needs 
be  added  to  what  is  given  in  the  body  of  this  report. 
That  historical  study  has  vast  ethical  content,  none  will 
dispute.  It  will  also  be  readily  agreed  that  the  teacher 
of  history  should  not  hesitate  to  measure  character,  weigh 
motives,  and  stimulate  judgments  concerning  the  ethics 
of  a situation,  whenever  occasion  arises.  The  teacher  is 
first  of  all  a teacher  of  certain  human  beings,  who  are 


HIGH  SCHOOL  HISTORY  TEACHING 


45 


rapidly  passing  into  manhood  and  womanhood,  rather 
than  a mere  teacher  of  a certain  subject  in  the  curricu- 
lum. The  chief  limitation  with  respect  to  ethics  teaching 
should  be  this,  that  the  teacher  shall  not  point  a moral 
or  draw  a conclusion  which  the  facts  of  history  will  not 
indisputably  warrant. 

12.  Methods  in  Civics  teaching  were  inquired  into 
only  incidentally  in  this  investigation.  It  seems  clear, 
however,  that  Civics,  especially  the  study  of  local  govern- 
ment, offers  greater  opportunities  for  first-hand  study 
than  does  history,  for  the  community  is  a great  labora- 
tory, wherein  most  of  the  principles  learned  in  the  class- 
room may  be  observed  in  actual  operation.  Civics  is 
“history  in  the  making”,  and  hence  deserving  of  study 
on  that  account.  It  is  also  a chief  aid  in  the  cultivation 
of  good  citizenship,  which,  no  less  than  the  cultivation  of 
sound  manhood  and  womanhood,  is  one  of  the  fundamen- 
tal aims  of  the  high  school  course. 

13.  In  conclusion,  it  is  perhaps  worth  while  to  warn 
the  teacher  not  to  imitate  college  and  university  methods. 
High  school  pupils  are  not  college  students,  and  the 
teacher  should  be  on  his  guard  against  using,  without 
careful  consideration,  methods  which  he  found  fruitful  in 
his  own  career  as  college  student.  To  particularize : 
Don’t  lecture;  don’t  overdo  the  constitutional  aspects  of 
history;  don’t  attempt  much  in  the  way  of  reading 
formal  constitutional  documents.  Emphasize  the  story 
side  of  history,  and  group  it  largely  about  biographical 
centers.  Use  every  means  to  cultivate  interest  in  history, 
and  don’t  attempt  too  much.  But  what  is  done  should  be 
well  done ; and  the  teacher  in  the  high  school,  equally 
with  the  college  teacher,  should  refuse  to  accept  slovenly 
and  slipshod  work,  and  vague  and  inaccurate  answers. 


46 


INDIANA  UNIVERSITY 


C/0 

y 

> 

u 

Q 


>- 

0 

H *. 
c£  rh 

"T  ^ 

x O 


c /o 

m 

C / ) 

OD 

ZD 

O 

U 

Uh 

O 


H 

< 

Z 

ZD 

CD 

< 

H 


>< 

5 

z 

LU 

a- 

0- 

< 


o 

U1 

ffi 

a 


C 

H— i 

Q 

& 


A 1 

o M 
++ 


a s 


§ >*  § g g § SY  g g g £ 


. S3 

d d ^Tq  ai  d d c 


^^HwH«5z:^:52;5z:He*52;Hw 


® JJ  o 
e3‘3  In 

£ S'® 

03  c 


'VS  d 

§:e 


o 


"g^ 

az>* 

r - o 

T3  bfi  g 

sl  + 

HpNHllN  . 

. . o 

££2 


• 02 

> >-l|M 

S’S^ 

H<nth  g 


>.S 
’3  ° 

6 : + + ( 
S‘Zoi™'\ 

^DQ^^lo 

3 • — * -t3  . 

2^^  2>- 

a a- 

rz  -j-  T 't. 

i'd'g  j 

+ Sa. 


•DT3h|~' 

o o r w • 

a a^  a~g 

++^s+_ 

T3  ~CS  ,T3  ~n3  „ ~T3 


a o • a>  o 

s S(g  e£ 

>do  r d • < 

! C C^J  I 

i <3  ceO  osO  c 

I i-H  rH  1-tlNT-H  i— I 1- 


H T— I T— I ^ ® r 

iiiii+.-i' 

a 1 1 a a"g  ar 

+ +H«+  + ^ + 

"d'O'TS'n'd  ro^3 

JssePI, 


+ 

r?U  »— \ 


> > > >02  > 

;-3*3'o-s  *3 

: + + + H^  + 

^02  02^02  r02 

lod-g  + 

U g02 

a«*+t> 

"1  bins  U 

jrj  d o 


r^+ 


-I  H«i- 


r a r ;•  r r r • ; 

• ojuooooooo 

^g'-'ggggggg* 
Jo3oo3rtc3o3ct!^  c3 


COCMCOOqCO<M<MC^COCCCOCO 


eoeccoc^eowcocoeocoeoeo 


cococo(rococofocococo(M 


cococoeccocococc^coco 


« ro  .-rH,_o^'>ai>;-^t2o'8)O^S.PFa'PF2> 

5-3  a 3 § ga-s*.  a v a S'R.S'srSS-gS  J § I 


: a g *0  s 03  2 


cS  O O O C O 


r3 


j ^^^^^CKffifCKooUUOOO 


I 


je  do  d;2.2  > 

GPQWHW'' 


tH<NW^»f5!CNa;0:OHWeOTHiOffiNX050nNMrJ< 

hhhhhhhhh^(N(M(NNN 


*Where  more  than  one  reply  was  received  from  a high  school,  the  number  received  is  indicated  by  the  figures  in  parentheses  following  the 
name  of  the  school. 


INDIANA  HIGH  SCHOOLS— Continued. 


HIGH  SCHOOL  HISTORY  TEACHING 


47 


'd  S 

!+  g 

a--d  W 

O O 

CO  2 

g r>  | 2 > ^ 

_*).S’o  " S’s 

c3Pn_  1 " 

\ ++7 

§ 2 d*72  d d q5"§  g g < 

= o^  §e>  § § § 2<^<  ; 


+ + 


C c c c 
! c o o o 
■ 


:+ 


GOT3 
K.  .'  . O 

■s1t>  s 

Hlfi  g >h|n_|_  ^ 

"gee  +'S'd_i 

o . . O o^ 

2p^  2 s^- 
+ •+»  2 + ^ 

'd  T3  H3  7 ° 

Oi  . 03  O ■ © £i+* 

2 2^^, 


•gt> 

+T 


:+  s 


0 0 0 0*00 
d d C d eJ' 

cS  03  c3  e3  O c3  c3 


E s 
~«1 


! bC 


"3  +fe  > 

O *H«'S 
C"3  _ ° 

+ §4+ 


ig‘ssM 


r ~6  + X5  T3 

* O O O .-  w 

gs^es-gs 
* + s +•+  _^_  + 

-1  . H)N  . . 1 ...  .,...- 

-'■O  „T3T3  -JT3  bjO"3  - 

i <2  a 2 2 B 2 c S o a,<; 

3 2jg  2 B<  fiW  cp^pg^ 

h + -**  ® - 

^.o.rddtjdoOjj.rOj 

5 ceO  cS  c3  C3  § ci  cSOO  2 C. 


t>GO 

'd'd-** 
o o r 

g g'c 

i^++  a 

"”'d  -d  Y 
o c s o 

« "C3d 


o o . 
c«  caO 

II— I 1-H  H<?» 


co  <M  co  co  co  co  co  oo  oq  i- 


cocqcooocoiMoqoqcooqco-Hoqoqcoco 


25  o.-  ei-r 
o3. S 
O 


oo  oo  co  co  co  co  co 


cooocococo^cococoo 


5-^ssl 

' J -*  "i  o o s 
3 t.  j_,  es 


&c  02 


O ^ 03  S-,  ^ to  o 

w Wh 


tL^J 

j-as  2 O S | s g l|.i^|‘|-g 

O c3  c3  c3  c3  O ^ c3.-h.-h  C O 


(OONCOOOrH  cq 

eqoqeqeqcqcoco  oo 


1 U.  S.  + civ. 


48 


INDIANA  UNIVERSITY 


I 


•I  ! 

: i l 

-f-  HIM  ^ ^ ^ 


'I 
+ 
c 6 
P 


i liliiilll’ililiiSi  isiiiilii 


: go 
P 

rH|N 

I 


j-s-l'i's-s 
:+++++ 


i-i-i 

;5 


i-i-i 

■ + rH|C-l 

31 


:-i : 

iSf 


j*3  « 

illtf 


5t  :iifiil  ;5ii  ill  ill 

S.*  ;2  + + + + + :{U7  S + Thpp  pS^^^4.4. 


iJiiliiSiii  Mm 


+ H + + + + + + 

-lillllll 


TdTffuiuTi  IMiiuinm 


mm 


il  ill! 


SS  SSSSSSSSSS  SSSSSS  gKSSSISSfc 


WISCONSIN  HIGH  SCHOOLS 


HIGH  SCHOOL  HISTORY  TEACHING 


49 


PQ 


«,  d-d 
crS  c 

» 


E -£XS  CJ 
o 5 > 
«t3  fE  w • - 


s ^ a 

+ E3  + 

ll  I S I §g  S'.fe  Sil 

WPooooPhooooH 

-I  ^ ^ H|N^  r(N^n  |-I|C<1-H 


--o 

.Si  | 

o H 
HN_j_ 

al’S'S  < 


a * 


d d d § fl  c G.S 

OOOWHOOO 
^ ^ Hr’*- 1 ^ 


aw  o 


ao 


-+  + 


S S 


o g>’_ 

a a 


— |—  _|_H|Nrt|C" 

-dcd  b*DT3 xs  x$  x?  x3  x5 


+ + ’■ 


ila^g  ^ 

w-  ^ 

||  >r|  ^| 

■ «‘o  aw  a » 


aww  aaaaaala 


a a 


bi}  be 

ww 


O M > "o  "o  G 

SWW“  S S< 

+ -«+  + + ^ 

Xi  X3  XJ  Cfc  X$  X3  X3 

ffl  ® (1)  . ® ® © i»  41 

a a aw  a a a«  a^ 

1-H  i-(|MHe»1— I 1— i r— I H^HC^T— ( 


. a 


+ s 


OOOOOOOOO^O 

GdddGddd  d.G  d 


-e^dddddddc 

G G fl  G G d d 5 
H (3  S d ^ d (3  S*s 


Sri  a 

io<ti 


coc<icococococococococoi- 


WCCWM^-^NrHCOCOrH 


co  co  co  co  co  co  ^ co  co  co  co  co  co  co  co  co  co 


P 

~ $ £ 

O Sh 
^2  O , 

"a^ 

P«t«eSOS*-G©  — — 

<tl  <J  pq  pq  pq  o o Q O 


3 ^ -3  * 

§ i o'S-c-g  <s  a 

■“  ".a  ^ dc  X5  O’ ^ 


o o« 


i-iNCSTtiiOONodoid 


■^loot^otac^wco 

Hr-HHHHMNNNN 


50 


INDIANA  UNIVERSITY 


HIGH  SCHOOL  HISTORY  TEACHING 


f>1 


3 0112  105652892 


Indiana  University  comprises  the  following  schools : 

The  College  of  Liberal  Arts. 

The  Graduate  School. 

The  School  of  Law. 

The  School  of  Medicine. 

The  School  of  Education. 

For  circulars  or  other  information  concerning  any  of 
these,  address 

The  Registrar,  Indiana  University, 

Bloomington,  Indiana. 


